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Tommy Gibbs » Weekly Plan 4/9-13/2018

Weekly Plan 4/9-13/2018

Teacher: Mr. Gibbs Date: April 9th, 2018 Subject: Physical Education Topic: Flag Football

 

Standard(s)






  • [6-8PE1.0] Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
  • [6-8PE1.6a] Demonstrate smooth combinations of fundamental movement skills through rhythmic patterns.
  • [6-8PE1.6b] Demonstrate improvement of form, strength, and accuracy in performing manipulative skills.
  • [6-8PE1.7a] Demonstrate competency with increasing proficiency in movement skills while participating in team and individual sports.
  • [6-8PE1.7b] Perform continuous (possibly using rhythmic activities) and discrete skills(i.e. discrete skills have a define beginning and end and continuous skills are ongoing).
  • [6-8PE1.7c] Develop offensive and defensive strategies in individual and team sports.
  • [6-8PE1.8a] Demonstrate increased proficiency in movement skills while participating in team and individual sports.
  • [6-8PE1.8b] Perform continuous and discrete skills (i.e. discrete skills have a defined beginning and end and continuous skills are ongoing.
  • [6-8PE1.8c] Execute offensive and defensive strategies in individual and team sports.

Learning Target(s)

(based on the language of the standard)








The Students Will(TSW) or "I Can"

  • Physical Education in grades seven and eight is dedicated to developing competency in many movement forms and their relation to an active lifestyle. The focus is to apply previously introduced skills and to acquire knowledge necessary for participation. The instruction at each level focuses on basic skills, lead-up activities and knowledge that demonstrate competency in each activity. Students will be required to compete in flag football activities and present physical and cognitive skills previously acquired about the sport while participating.

Flag Football Learning Targets

  • TSW gain knowledge of the different techniques of the sport of football.
  1. "I Can" hold a football.
  2. "I Can" throw a football.
  3. "I Can" catch a football.
  4. "I Can" keep score when playing or watching a contest of football.
  5. "I Can" understand the rules of the game of football.

Procedures (with general times)







 

  • Prior knowledge

Prior knowledge will be discussed each day as students arrive to class. This process takes place at the beginning of class and consequently, is an introductory piece to a new lesson or activity. Sometimes it will just be reiteration of past information judging upon the assessments of students.

 

  • Activities/Centers

Flag Football

 

55 Minute P.E./Health Agenda

  • Student Arrival/Bell Work/Attendance/Student Dress out- 10 minutes
  • Activities/Classroom Lecture- 35 minutes
  • Origin of Flag Football
  • Rules and Gameplay of Flag Football
  • Participation of the sport of Flag Football.

*This activity portion will be very organized. Students will be required to be aligned in formation awaiting the cadence from line leaders. There will be five lines daily with a line leader in front of each line. Each line leader will lead a stretch and an exercise. This will be done daily before students compete in that day's activities.

  • Stretches
  1. Feet Parallel(Hamstring)
  2. Right Over Left(Hamstring/Right Hip)
  3. Left Over Right(Hamstring/Left Hip)
  4. Feet On Floor Spread Apart(Hamstring/Groin)
  5. Saigon Squats(Groin)
  • Exercises/Calisthenics
  1. Push ups
  2. Sit ups
  3. Air Squats
  4. "Running in Place"
  5. "Jumping Jacks"
  • Student Dress up- 10 minutes
  • The HEALTH BELL RINGER will address a variety of skills- including defining words, reading information, and applying and performing various skills.  Students will review the health triangle every day.

Monday Bell Ringer:

1. Health Word of Day (HWOD)- FITT- Fitness, Intensity, Time, Type of Activity.  

2. Question of the Day(HQOD)- How many yards must an offense obtain before receiving a 1st down?(if there has been no penalties)

 

  • Closure

Exit slips are the most common, most productive way for closure, I've experienced. Students will be asked 2-5 questions about the class day's lectures and upon surveying how students have answered those questions will tell the instructor what the students have learned and what needs to be reiterated to the class before moving on to new lessons.




Homework

  • Students are required to study information in their Physical Education journal nightly

Example of an Assessment Item Related to the Standard





  1. Activity Log
  2. Fitness Test
  3. Observation/Teacher
  4. Portfolio
  5. Skill Test
  6. Written Assignment
  7. Written Assessment

Teacher: Mr. Gibbs  Date: April 10th, 2018 Subject: Physical Education/ Health Topic:Volleyball

 

Standard(s)

P-1119 Warm-Up/Cool down

P-1098 Lead-Up Volleyball

P-774 Principles of Volleyball

P-1093 Crunch Those Abs!1

P-1058 Pace Yourself

P-279 Fitness Stations

P-1090 Squat it Out!

P-1093 Crunch Those Abs! 1 I CAN complete ten crunches. 

P-1058 Pace Yourself.  I CAN jog two laps at my own paste. 

L.7.4 I CAN determine or clarify the meaning of unknown or multiple-meaning words and phrases. 

L.7.1 I CAN demonstrate commands of the conventions of standard English grammar capitalization, punctuation, and spelling when writing.

*Prior rules as well as participation to prior sports discussed may be reiterated during the week.*

Learning Target(s)

(based on the language of the standard)

I CAN volley correctly with a volleyball.

I CAN explain the rules of volleyball.

I CAN describe how to serve in a game of volleyball.  

I CAN name the Ten Building Blocks for Total Health.

*Reiteration and extra coverage of previous sports covered will vary throughout to week.*

Procedures (with general times)










  • Prior knowledge

 

  • Prior knowledge will be discussed during bell work. This is done during the first ten minutes of class, consequently setting the tone for class discussion and an introductory to a new lesson.

 

  • Activities/Centers

Volleyball

 

55 Minute P.E./Health Agenda

  • Student Arrival/Bell Work/Attendance/Student Dress out- 10 minutes

 

  • Activities/Classroom Lecture- 35 minutes
  • Origin of Volleyball
  • Rules and Gameplay of Volleyball
  • Participation of the sport of Volleyball.

*This activity portion will be very organized. Students will be required to be aligned in formation awaiting the cadence from line leaders. There will be five lines daily with a line leader in front of each line. Each line leader will lead a stretch and an exercise. This will be done daily before students compete in that day's activities.

  • Stretches
  1. Feet Parallel(Hamstring)
  2. Right Over Left(Hamstring/Right Hip)
  3. Left Over Right(Hamstring/Left Hip)
  4. Feet On Floor Spread Apart(Hamstring/Groin)
  5. Saigon Squats(Groin)
  • Exercises/Calisthenics
  1. Push ups
  2. Sit ups
  3. Air Squats
  4. "Running in Place"
  5. "Jumping Jacks"
  • Student Dress up- 10 minutes
  • The HEALTH BELL RINGER will address a variety of skills- including defining words, reading information, and applying and performing various skills.  Students will review the health triangle every day.

Monday Bell Ringer:

1. Health Word of Day (HWOD)- Flexibility- the ability of the joints, muscles, and tendons to move freely with their full range of motion. 

2. Question of the Day(HQOD)- In the sport of volleyball, who is known as the setter?

 

  • Closure
  • Exit slips are the most common, most productive way for closure, I've experienced. Students will be asked 2-5 questions about the class day's lectures and upon surveying how students have answered those questions will tell the instructor what the students have learned and what needs to be reiterated to the class before moving on to new lessons.

Homework

Students will be responsible for reading over all material placed into Health/Physical notebook or journal. 

Example of an Assessment Item Related to the Standard

  1. Activity Log
  2. Fitness Test
  3. Observation/Teacher
  4. Portfolio
  5. Skill Test
  6. Written Assignment
  7. Written Assessment

 

Teacher: Mr. Gibbs  Date: April 11th, 2018 Subject: Physical Education/ Health Topic: Kickball/Soccer

 

Standard(s)

P-1119 Warm-Up/Cool down

P-1098 Lead-Up Kickball/Soccer

P-774 Principles of Kickball/Soccer

P-1093 Crunch Those Abs!1

P-1058 Pace Yourself

P-279 Fitness Stations

P-1090 Squat it Out!

P-1093 Crunch Those Abs! 1 I CAN complete ten crunches. 

P-1058 Pace Yourself.  I CAN jog two laps at my own paste. 

L.7.4 I CAN determine or clarify the meaning of unknown or multiple-meaning words and phrases. 

L.7.1 I CAN demonstrate commands of the conventions of standard English grammar capitalization, punctuation, and spelling when writing.

*Prior rules as well as participation to prior sports discussed may be reiterated during the week.*

Learning Target(s)

(based on the language of the standard)

I CAN kick a kickball/Soccerball.

I CAN play the sport of kickball/Soccerball.

I CAN explain the rules in the sport of kickball/Soccer.  

I CAN name the Ten Building Blocks for Total Health.

*Reiteration and extra coverage of previous sports covered will vary throughout to week.*

Procedures (with general times)







 

  • Prior knowledge

 

  • Prior knowledge will be discussed during bell work. This is done during the first ten minutes of class, consequently setting the tone for class discussion and an introductory to a new lesson.
  • Activities/Centers

KICKBALL/SOCCER

 

55 Minute P.E./Health Agenda

  • Student Arrival/Bell Work/Attendance/Student Dress out- 10 minutes

 

  • Activities/Classroom Lecture- 35 minutes
  • Origin of Kickball/Soccer
  • Rules and Game play of Kickball/Soccer.
  • Participation of the sport of Kickball/Soccer.

*This activity portion will be very organized. Students will be required to be aligned in formation awaiting the cadence from line leaders. There will be five lines daily with a line leader in front of each line. Each line leader will lead a stretch and an exercise. This will be done daily before students participate in that day's activities.

  • Stretches
  1. Feet Parallel(Hamstring)
  2. Right Over Left(Hamstring/Right Hip)
  3. Left Over Right(Hamstring/Left Hip)
  4. Feet On Floor Spread Apart(Hamstring/Groin)
  5. Saigon Squats(Groin)
  • Exercises/Calisthenics
  1. Push ups
  2. Sit ups
  3. Air Squats
  4. "Running in Place"
  5. "Jumping Jacks"
  • Student Dress up- 10 minutes

 

  • The HEALTH BELL RINGER will address a variety of skills- including defining words, reading information, and applying and performing various skills.  Students will review the health triangle every day.

Wednesday's Bell Work:

1. Health Word of Day (HWOD)-Fundamental Movement Skills- the basic skills necessary to improve performance.

2. Question of the Day(HQOD)- What is the difference between a free kick and a penalty kick?

 

  • Closure

 

  • Exit slips are the most common, most productive way for closure, I've experienced. Students will be asked 2-5 questions about the class day's lectures and upon surveying how students have answered those questions will tell the instructor what the students have learned and what needs to be reiterated to the class before moving on to new lessons.

Homework

Students will be responsible for reading over all material placed into Health/Physical notebook or journal. 

Example of an Assessment Item Related to the Standard

 

  1. Activity Log
  2. Fitness Test
  3. Observation/Teacher
  4. Portfolio
  5. Skill Test
  6. Written Assignment
  7. Written Assessment

Teacher: Mr. Gibbs  Date: April 12th, 2018 Subject: Physical Education/ Health Topic: Softball

 

Standard(s)

P-1119 Warm-Up/Cool down

P-1098 Lead-Up softball

P-774 Principles of softball

P-1093 Crunch Those Abs!1

P-1058 Pace Yourself

P-279 Fitness Stations

P-1090 Squat it Out!

P-1093 Crunch Those Abs! 1 I CAN complete ten crunches. 

P-1058 Pace Yourself.  I CAN jog two laps at my own paste. 

L.7.4 I CAN determine or clarify the meaning of unknown or multiple-meaning words and phrases. 

L.7.1 I CAN demonstrate commands of the conventions of standard English grammar capitalization, punctuation, and spelling when writing.

*Prior rules as well as participation to prior sports discussed may be reiterated during the week.*

Learning Target(s)

(based on the language of the standard)

I CAN hit a softball.

I CAN play the sport of softball.

I CAN explain the rules to the sport of softball.  

I CAN name the Ten Building Blocks for Total Health.

*Reiteration and extra coverage of previous sports covered will vary throughout to week.*

Procedures (with general times)







 

  • Prior knowledge

 

  • Prior knowledge will be discussed during bell work. This is done during the first ten minutes of class, consequently setting the tone for class discussion and an introductory to a new lesson.
  • Activities/Centers

Softball

 

55 Minute P.E./Health Agenda

  • Student Arrival/Bell Work/Attendance/Student Dress out- 10 minutes

 

  • Activities/Classroom Lecture- 35 minutes
  • Origin of Softball.
  • Rules and Game play of Softball.
  • Participation of the sport of Softball.

*This activity portion will be very organized. Students will be required to be aligned in formation awaiting the cadence from line leaders. There will be five lines daily with a line leader in front of each line. Each line leader will lead a stretch and an exercise. This will be done daily before students participate in that day's activities.

  • Stretches
  1. Feet Parallel(Hamstring)
  2. Right Over Left(Hamstring/Right Hip)
  3. Left Over Right(Hamstring/Left Hip)
  4. Feet On Floor Spread Apart(Hamstring/Groin)
  5. Saigon Squats(Groin)
  • Exercises/Calisthenics
  1. Push ups
  2. Sit ups
  3. Air Squats
  4. "Mountain Climbers"
  5. "Jumping Jacks"
  • Student Dress up- 10 minutes

 

  • The HEALTH BELL RINGER will address a variety of skills- including defining words, reading information, and applying and performing various skills.  Students will review the health triangle every day.

Wednesday's Bell Work:

1. Health Word of Day (HWOD)- Gross Motor Skills- Activities that require large muscle groups,(ex. walking, running, standing on one leg.).

2. Question of the Day(HQOD)- What happens if a batter foul tips a ball when he or she already has two strikes?

 

  • Closure

 

  • Exit slips are the most common, most productive way for closure, I've experienced. Students will be asked 2-5 questions about the class day's lectures and upon surveying how students have answered those questions will tell the instructor what the students have learned and what needs to be reiterated to the class before moving on to new lessons.

Homework

Students will be responsible for reading over all material placed into Health/Physical notebook or journal. 

Example of an Assessment Item Related to the Standard

  1. Activity Log
  2. Fitness Test
  3. Observation/Teacher
  4. Portfolio
  5. Skill Test
  6. Written Assignment
  7. Written Assessment

 

 

Teacher: Mr. Gibbs  Date April, 13; 20118 Subject: Physical Education/ Health Topic: Basketball

 

Standard(s)

P-1119 Warm-Up/Cool down

P-1098 Lead-Up Basketball

P-774 Principles of Basketball

P-1093 Crunch Those Abs!1

P-1058 Pace Yourself

P-279 Fitness Stations

P-1090 Squat it Out!

P-1093 Crunch Those Abs! 1 I CAN complete ten crunches. 

P-1058 Pace Yourself.  I CAN jog two laps at my own paste. 

L.7.4 I CAN determine or clarify the meaning of unknown or multiple-meaning words and phrases. 

L.7.1 I CAN demonstrate commands of the conventions of standard English grammar capitalization, punctuation, and spelling when writing.

*Prior rules as well as participation to prior sports discussed may be reiterated during the week.*

Learning Target(s)

(based on the language of the standard)

I CAN dribble correctly with a basketball.

I CAN explain the rules of basketball.

I CAN describe how to score in a game of basketball.  

I CAN name the Ten Building Blocks for Total Health.

*Reiteration and extra coverage of previous sports covered will vary throughout to week.*

Procedures (with general times)










  • Prior knowledge

 

  • Prior knowledge will be discussed during bell work. This is done during the first ten minutes of class, consequently setting the tone for class discussion and an introductory to a new lesson.
  • Activities/Centers

Basketball

 

  • Origin of Basketball.
  • Rules and Game play of Basketball. 
  • Participation of the sport of Basketball.

 

55 Minute P.E./Health Agenda

  • Student Arrival/Bell Work/Attendance/Student Dress out- 10 minutes
  • Activities/Classroom Lecture- 35 minutes

*This activity portion will be very organized. Students will be required to be aligned in formation awaiting the cadence from line leaders. There will be five lines daily with a line leader in front of each line. Each line leader will lead a stretch and an exercise. This will be done daily before students participate in that day's activities.

  • Stretches
  1. Feet Parallel(Hamstring)
  2. Right Over Left(Hamstring/Right Hip)
  3. Left Over Right(Hamstring/Left Hip)
  4. Feet On Floor Spread Apart(Hamstring/Groin)
  5. Saigon Squats(Groin)
  • Exercises/Calisthenics
  1. Push ups
  2. Sit ups
  3. Air Squats
  4. "Mountain Climbers"
  5. "Jumping Jacks"
  • Student Dress up- 10 minutes.

 

  • The HEALTH BELL RINGER will address a variety of skills- including defining words, reading information, and applying and performing various skills.  Students will review the health triangle every day.
  • Wednesday's Bell Work:

1. Health Word of Day (HWOD)- Heart Rate- Number of times the heart beats per minute. 

2. Question of the Day(HQOD)- What is the maximum amount of points allowed on a single made basket in the sport of basketball?

 

  • Closure
  • Exit slips are the most common, most productive way for closure, I've experienced. Students will be asked 2-5 questions about the class day's lectures and upon surveying how students have answered those questions will tell the instructor what the students have learned and what needs to be reiterated to the class before moving on to new lessons.

Homework

Students will be responsible for reading over all material placed into Health/Physical notebook or journal. 

Example of an Assessment Item Related to the Standard

  1. Activity Log
  2. Fitness Test
  3. Observation/Teacher
  4. Portfolio
  5. Skill Test
  6. Written Assignment
  7. Written Assessment

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