6th Grade Lesson Plans - Brent Deckertbd016.k12.sd.us/Deckert's Web page/6th Grade Lesson Plans... · Web viewDecember 20th – January 4th 6th Grade Lesson Plans - 6th grade meets

6th Grade Lesson Plans

2008 - 09

Week #1 August 27th – 29th

6th grade meets twice a week for Physical Education

Next Teachers Meeting: September 15th, 7:30am

1st

SessionIntroduction to Physical Education: Physical Education Outline and description handed out and combo’s

2nd

SessionContinue work on combo’s – squad positions – Physical Education ExpectationsFitness Gram pre testing.

6th Grade Lesson Plans - 6th grade meets twice a week for Physical Education

2008-09

Week #2

September 1st – 5th

Next Teachers Meeting: September 15th, 7:30am

1st

SessionFitness Gram Testing: Height – Weight. Test push ups.

2nd

SessionFitness Gram Testing: Complete Height and Weight. Pacer test.


2008-09

Week #3September 8th – 12th

Next Teachers Meeting: Monday, September 15th, 7:30am

Lesson Focus: Fitness Testing - Tennis

1st

SessionLesson Focus: Fitness Gram Testing: Curl ups – Back Extension – Sit and Reach flexibility test

2nd

SessionLesson Focus: Fitness Gram Testing – Finish up fitness tests for 6th grade and begin soccer unit


Week #4September 15th – 19th

Next Teachers Meeting: Monday, October 20th, 7:30am

1st Lesson Focus: Fitness Gram Testing – Finish up fitness tests for 6th grade and begin soccer

Session unit

2nd

SessionLesson Focus: Fitness Gram Testing – Finish up fitness tests for 6th grade and begin soccer unit


Week #5September 22nd – 26th


1st

SessionLesson Focus: Intro. to Basic Soccer Skills - Dribbling, Passing, Defending and introduction to Soccer frenzy.

2nd

SessionLesson Focus: GAME DAY – INTRODUCTION TO FITNESS GAMES


Week #6September 29th – October 3rd


1st

SessionLesson Focus: Soccer Skills and Razzle Dazzle Soccer

2nd

SessionLesson Focus: Soccer Skills and Razzle Dazzle Soccer


Week #7October 6th – 10th


1st

SessionLesson Focus: Soccer – Soccer Juggling (skill) Test – 5 minute Timed RunWritten Test on soccer will be assigned during 1st session of the week.Soccer Test is due in one week.

2nd

SessionLesson Focus: Soccer – Game Day

6 th grade Soccer Test

Students must write out answers on a blank piece of paper and turn into

Mr. Deckert or Mr. Hagen on due date.

DO NOT PRINT OUT TEST – PLEASE WRITE OUT ANSWERS

ON BLANK PIECE OF PAPERALL ANSWERS TO SOCCER WRITTEN TEST ARE ON

THE SOCCER STUDY GUIDE

FROM MR. DECKERT’S WEBPAGE. To study for the soccer quiz go to……..

Go to BVMS website Go to students and click on lesson plans

Click on Mr. Deckert at the right side of the page

Click on Study Guides

Click on Soccer

1. TRUE OR FALSE: Goalie throw in must be rolled.2. TRUE OR FALSE: Game is played with 2 fullbacks, 1

half back and 2 forwards.3. TRUE OR FALSE: The forwards are always on

defense.4. TRUE OR FALSE: The fullbacks are never on defense.5. TRUE OR FALSE: Another name for fullbacks is

defenders or goalie helpers.6. TRUE OR FALSE: The halfbacks may be on offense or

defense.

PLEASE DO NOT PRINT OUT TEST AT SCHOOL OR HOME. Turn in test on blank piece of paper.

Put name and class # on top of test

7. TRUE OR FALSE: The forwards cannot play on the defensive end, and the fullbacks cannot play on the offensive end.

8. TRUE OR FALSE: In order for a goal to be scored it must bounce on the ground before it hits the wall.

9. TRUE OR FALSE: All goalies must stay behind the yellow line.

10. TRUE OR FALSE: Patrick is Sponge Bob’s best friend.11. TRUE OR FALSE: The “no fly zone” is between the

goalie and the fullback position.12. TRUE OR FALSE: Only the forwards and the

halfbacks can score a goal.13. TRUE OR FALSE: Juggling the soccer ball means you

pass the 3 soccer balls to yourself continuously without letting it touch the ground.

14. TRUE OR FALSE: Trapping the ball means to huddle around it until it can no longer move.

15. TRUE OR FALSE: Dribbling is moving the ball forward with a series of short kicks.

PLEASE DO NOT PRINT OUT TEST AT SCHOOL OR HOME.




NO SCHOOL FRIDAY, OCTOBER 17TH

1st

SessionLesson Focus: Football – Soccer test due today.

2nd

SessionLesson Focus: Football – Razzle Dazzle Football – Hand back soccer test



Next Teachers Meeting: Monday, November 17th, 7:30am

1st

SessionFitness Workouts – stations and exercise heart rate - Target Heart Rate Calculator (http://www.stevenscreek.com/goodies/hr.shtml)Band workouts

2nd Fitness Workouts – stationsPlyometrics – Jump training

http://www.stevenscreek.com/goodies/hr.shtml

Session


Week #10October 27th – 31st


1st

SessionFitness Workouts – Stations – Abdominal workouts

2nd

SessionFitness Games - Stations


Week #11November 3rd – 7th


CONFERENCE SCHEDULE For Monday and Tuesday

6 TH GRADE – 8 th :

1 8:10 – 8:472 8:47 – 9:243 9:24 – 10:014 10:01 – 10:388 10:38 – 11:155 11:15 – 11:536 11:53 – 12:319 12:31 – 1:10

1st Lesson Focus: Basketball – Dribbling,

Session passing and shooting

2nd

SessionLesson Focus: Basketball – Moving without the basketball - shooting games – trick shots


Week #12November 10th – 14th


1st Session Lesson Focus: Basketball – 3 on 4 games and offensive games

2nd Session Lesson Focus: Basketball – 3 on 4 games


Week #13November 17th – 21st

Next Teachers Meeting: Monday, December 8th, 7:30am

1st

SessionLesson Focus: Basketball

2nd

SessionLesson Focus: Basketball




1st

SessionLesson Focus:

2nd



Week #15 December 1st – 5th


1st


2nd



Week #16December 8 – 12th

Next Teachers Meeting: Monday, January 19th @ 8am

1st


2nd



Week #17December 15th – 19th


1st

SessionLesson Focus: Challenge Activities

2nd


No school – Christmas Break December 20th – January 4th


Week #18January 5th – 9th


1st


2nd





1st

SessionLesson Focus: Fitness Workouts

2nd



Week #20January 19th – 23rd

Next Teachers Meeting: Monday, February 9th, 1:30pm (High School and Elementary Conference Day)

1st


2nd





1st

SessionLesson Focus: Volleyball and Written Assignment (basketball and volleyball)

2nd

SessionLesson Focus: Volleyball – 10 minute timed run


Week #22February 2nd – 6th


Next Week are parent teacher conferences

1st

SessionLesson Focus: Volleyball and Fitness Challenge

2nd

SessionLesson Focus: Volleyball and Fitness Challenge


Week #23February 9th – 13th

Next Teachers Meeting: Monday, March 16th @ 7:30am

1st

SessionLesson Focus: Volleyball and 12 minute run-walk

2nd Lesson Focus: Volleyball and Fitness Challenge

Session

Conference WeekMonday, February 9th are High School and Elementary Conferences

Tuesday, February 10th are Middle School Conferences.

Early Dismissal for the entire Brandon Valley school district begins at 1:10pm with conferences following from 1:30pm – 9pm.




1st

SessionLesson Focus: Dance

2nd



Week #25February 23rd – 27th


1st


2nd



Week #26March 2nd – 6th


1st

SessionLesson Focus: Fitness Gram Physical Fitness Testing

2nd



Week #27March 9th – 13th


1st


2nd

SessionLesson Focus: Fitness Gram Physical Fitness Testing – Hand out Fitness Log Calendar


Week #28March 16th – 20th

Next Teachers Meeting: Monday, April 20th @ 7:30am

1st


2nd

SessionLesson Focus: Fitness Gram Physical Fitness Testing – Fitness Log Calendar Due


Week #29March 23rd – 27th


1st


2nd



Week #30March 30th – April 3rd


1st Lesson Focus: Softball and pickle rules

Session2nd

SessionLesson Focus: Softball, hot box and fitness stations


Week #31April 6th – 10th


1st

SessionLesson Focus: Softball

2nd

SessionLesson Focus: Softball




1st

SessionLesson Focus: Indoor Game Week: Floor Hockey

2nd

SessionLesson Focus: Indoor Game Week: Floor Hockey



Next Teachers Meeting: Monday, May 18th @ 7:30am

1st

SessionLesson Focus: Scooter Hockey

2nd

SessionLesson Focus: Scooter Hockey


Week #34April 27th - May 1st


1st

SessionLesson Focus: TENNIS. Ground stroke – backhand, ground stroke control, and doubles game. Rain date activity = skill test – serves.

2nd

SessionLesson Focus: Tennis. Serves, lobs and doubles game.Powerpoint presentations - Student developed study guides and written test material. Rain date activity = skill test – serves.


Week #35May 4th – 8th


1st

SessionLesson Focus: Tennis – Serving and double game.

2nd

SessionLesson Focus: Tennis – Written Test. Rain date activity = skill test – serves.


Week #36May 11th – 15th


1st

SessionLesson Focus: Tennis

2nd



Week #37May 18th – 22nd

Next Teachers Meeting: Monday, May 18th @ 7:30amNext Teachers Meeting: LAST DAY OF SCHOOL FOR TEACHERS

1st


2nd



6th grade 7th grade 8th gradeMonday: 11-26 Basketball Skill

Test - Challenge Activities – Assign Basketball Written Test due 12-3-07

No P.E. (start 3rd quarter)

Volleyball – Serving Skill Test

Tuesday: 11-27 Basketball Skill Test - Challenge Activities – Assign Basketball Written Test due 12-3-07


Soccer

Wednesday: 11-28 Basketball Skill Test - Challenge Activities – Assign Basketball Written Test due 12-3-07


Soccer – Venn Diagram Assigned

Thursday: 11-29 Basketball Skill Test - Challenge Activities – Assign Basketball Written Test due 12-3-07


Soccer – Venn Diagram Due

Friday: 11-30 Basketball Skill Test - Challenge Activities – Assign Basketball Written Test due 12-3-07


Soccer

How to find 6 th grade basketball test. This will be put in every 6 th graders day planner Step #1 Go to BVMS website: http://brandonvalley.k12.sd.us/bvms/Step #2 Click on Lesson Plans on the left side of pageStep #3 Go the right side of the page and Click on Mr. Deckert: http://bd016.k12.sd.usStep #4 Click on Study Guides

Step #5 Click on BasketballStep #6 Find the 6th grade test – You may print it out,

complete it and turn it in or you may complete the test on a blank piece of paper and turn it in.

6TH GRADE PHYSICAL EDUCATIONWeek #16

December 3rd – 7th Next Teachers Meeting: December 10th, 7:30am

6th grade 7th grade 8th gradeMonday: 12-3 Challenge Activities

– Written Basketball Test due


Soccer Skill Test – Begin LaCrosse

Tuesday: 12-4 Challenge Activities – Written Basketball Test due


LaCrosse

Wednesday: 12-5 Challenge Activities – Written Basketball Test due


La Crosse

Thursday: 12-6 Challenge Activities – Written Basketball Test due


La Crosse

Friday: 12-72 Hour late start – Mini course day

Challenge Activities – Written Basketball Test due


2 hour late start - Mini Course Day

December 7, 2007Period 1 10:10 – 11:10 Take roll and bring class to

gym.

Assembly – VJ Smith

11:10 – 11:27 Period 1 class time

Period 2 11:27 – 11:44

Period 5 11:44 – 12:19

Period 6 12:20 – 12:55

Period 7/4 12:56 – 1:31

Period 3 1:32 – 1:49

Period 8/4 1:49 – 2:06

Period 9/4 2:06 – 2:23

2:25 – 3:10 45 minute BEST/HR

FOR MORE DETAILED LESSON PLANS PLEASE CHECK OUT 7 TH AND 8 TH GRADE SITE


December 10th – 14th Next Teachers Meeting: January 7th, 7:30am

6th grade 7th grade 8th gradeMonday: 12-10 Challenge Activities No P.E. (start 3rd

quarter)Challenge Activities

Tuesday: 12-11 Challenge Activities No P.E. (start 3rd quarter)

Challenge Activities

Wednesday: 12-12 Challenge Activities No P.E. (start 3rd quarter)


Thursday: 12-13 Challenge Activities No P.E. (start 3rd quarter)


Friday: 12-14 Challenge Activities No P.E. (start 3rd quarter)




December 17th – 21st Next Teachers Meeting: January 7th, 7:30am

6th grade 7th grade 8th gradeMonday: 12-17 Challenge Activities

– Fitness GamesNo P.E. (start 3rd quarter)

Fitness Stations

Tuesday: 12-18 Challenge Activities – Fitness Games


Fitness Stations

Wednesday: 12-19 Challenge Activities – Fitness Games


Fitness Stations

Thursday: 12-20 Challenge Activities – Fitness Games


Fitness Stations

Friday: 12-21 Challenge Activities – Fitness Games


Fitness Stations

EARLY DISMISSAL SCHEDULE – December 21st

1 8:10 – 8:50

2 8:50 – 9:30

3 9:30 –10:10

4 10:10-10:50

5 10:50-11:30

6 11:30-12:10

7 12:10-12:50

8 12:50 - 1:30

9 1:30 –2:10



December 31st – January 4th Next Teachers Meeting: January 7th, 7:30am

6th grade 7th grade 8th gradeMonday: 12-31 No School –

Christmas BreakNo School – Christmas Break

No School – Christmas Break

Tuesday: 1-1 No School – Christmas Break



Wednesday: 1-2 No School – Christmas Break



Thursday: 1-3 Fitness Stations No P.E. (start 3rd quarter)

Golf – Fitness Stations

Friday: 1-4 Fitness Stations No P.E. (start 3rd quarter)




January 7th – 11th Next Teachers Meeting: February 11th @ 2:30am

6th grade 7th grade 8th gradeMonday: 1-7 Fitness Stations -

DanceNo P.E. (start 3rd quarter)


Tuesday: 1-8 Fitness Stations - Dance



Wednesday: 1-9 Fitness Stations - Dance


Golf

Thursday: 1-10 Fitness Stations - Dance


Game of Choice

Friday: 1-11End of 2nd QuarterEnd of 1st Semester

Fitness Stations - Dance


Game of Choice



January 14th – 18th Next Teachers Meeting: February 11th @ 2:30am


Teacher InserviceNo School – Teacher Inservice

No School – Teacher Inservice

Tuesday: 1-15Beginning of 3rd Quarter

Volleyball-Wrestling

Volleyball No P.E. (start 4th quarter)

Wednesday: 1-16 Volleyball-Wrestling


Thursday: 1-17 Volleyball-Wrestling


Friday: 1-18 Volleyball-Wrestling




January 21st – 25th Next Teachers Meeting: February 11th @ 2:30am

6th grade 7th grade 8th gradeMonday: 1-21 No School – Martin

Luther King DayNo School – Martin Luther King Day

No School – Martin Luther King Day

Tuesday: 1-22 Volleyball Volleyball No P.E. (start 4th quarter)

Wednesday: 1-23 Volleyball Volleyball No P.E. (start 4th quarter)

Thursday: 1-24 Volleyball Volleyball No P.E. (start 4th quarter)

Friday: 1-25 Volleyball Game Day No P.E. (start 4th quarter)



January 28th February 1st Next Teachers Meeting: February 11th @ 2:30am

6th grade 7th grade 8th gradeMonday: 1-28 Volleyball Volleyball

games/Serving Skill Test – Assign Written Volleyball Project

No P.E. (start 4th quarter)

Tuesday: 1-29 Volleyball Timed Run Skill Test – Volleyball (offensive games)


Wednesday: 1-30 Volleyball – Timed Run Skill Test - Cooperative games

Softball – Pitching and Hitting


Thursday: 1-31 Cooperative games Challenge Activities No P.E. (start 4th quarter)

Friday: 2-1 Cooperative games Challenge Activities No P.E. (start 4th quarter)



February 4th – 8th Next Teachers Meeting: February 11th @ 2:30am

6th grade 7th grade 8th gradeMonday: 2-4 Volleyball Challenge Activities No P.E. (start 4th

quarter)Tuesday: 2-5 Volleyball Challenge Activities No P.E. (start 4th

quarter)Wednesday: 2-6 Volleyball Challenge Activities No P.E. (start 4th

quarter)Thursday: 2-7 Volleyball Challenge Activities No P.E. (start 4th

quarter)Friday: 2-8 Volleyball Game Day No P.E. (start 4th

quarter)



February 11th – 15th Next Teachers Meeting: March 10th, 7:30am

6th grade 7th grade 8th gradeMonday: 2-11Early Release @ 1:10pm – High School and Elementary Conferences

Dance – Volleyball Extension Written Project Assigned

Softball – Pitching – Fielding and Hitting


Tuesday: 2-12Early Release @ 1:10pm – Middle School Conferences

Dance - Volleyball Extension Written Project Assigned



Wednesday: 2-13 Dance - Volleyball Extension Written Project Assigned



Thursday: 2-14 Dance Indoor Whiffle Ball No P.E. (start 4th quarter)

Friday: 2-15 No School No School No School

The Volleyball extension project is due next week. PLEASE DO NOT PRINT THIS OUT. Take a blank

piece of paper and copy your answers to it

Volleyball Unit Extension Project

Name __________________________ Teacher: Mr. Hagen or Mr. Deckert Class _____________________

1. Equipment needed to play volleyball?

Item Where you would purchase it (be specific) Cost

2. Where you would play volleyball?

Please explain where in the community you would play volleyball. Be specific.

3. Health benefits of playing volleyball?

Please explain the health benefits of playing volleyball. Include how much volleyball you would need to play each week to gain these benefits.

4. Reflection question

Do you think volleyball is an activity you would like to play as an adult? Why or why not? If you believe you’d like to play volleyball, would you rather play in an organized recreation league, in pick-up games at a park, or in your own backyard with friends and family?

Bonus question

Attend an adult recreation league volleyball game and write a brief paper on what you

liked and didn’t like about the way the game was played and add whether or not you’d like to participate in this league as an adult (include why or why not). Also add whether you’d rather play in a coed league.



February 18th – 22nd Next Teachers Meeting: March 10th, 7:30am


President’s DayNo School – President’s Day

No School – President’s Day

Tuesday: 2-19 Volleyball Written Project Due

Pilo Polo Scoring No P.E. (start 4th quarter)

Wednesday: 2-20 Volleyball Written Project Due

PowerPoint presentations


Thursday: 2-21 Volleyball Written Project Due



Friday: 2-22 Volleyball Written Project Due





February 25th – 29th Next Teachers Meeting: March 10th, 7:30am

6th grade 7th grade 8th grade

Monday: 2-25 Dance Pilo Polo scoring and games


Tuesday: 2-26 Dance Pilo Polo scoring and games


Wednesday: 2-27 Dance Pilo Polo scoring and games


Thursday: 2-28 Dance Pilo Polo scoring and games


Friday: 2-29 Dance Pilo Polo scoring and games




March 3rd – 7th Next Teachers Meeting: March 10th, 7:30am

6th grade 7th grade 8th gradeMonday: 3-3 Dance-Game Week Fitness Gram

Fitness Post TestNo P.E. (start 4th quarter)

Tuesday: 3-4 Dance-Game Week Fitness Gram Fitness Post Test


Wednesday: 3-5 Dance-Game Week Fitness Gram Fitness Post Test


Thursday: 3-6 Dance-Game Week Fitness Gram Fitness Post Test


Friday: 3-72 hour late start – Teacher In-service

No Class, Mini Course

Fitness Gram Fitness Post Test




March 10th - 14th Next Teachers Meeting: April 7th, 7:30am

6th grade 7th grade 8th gradeMonday: 3-10 Pilo Polo Games FitnessGram Make

ups – Activity Game Week - Volleyball


Tuesday: 3-11 Pilo Polo Games FitnessGram Make ups - Softball


Wednesday: 3-12 Pilo Polo Games FitnessGram Make ups - Basketball


Thursday: 3-13 Pilo Polo Games FitnessGram Make ups – Soccer


Friday: 3-14 Pilo Polo Games FitnessGram Make ups – Fitness Games




March 17th – 21st Next Teachers Meeting: April 7th, 7:30am

6th grade 7th grade 8th gradeMonday: 3-17 Fitness Gram

Fitness Post TestNo P.E. (start 4th quarter)

Tuesday: 3-18End of 3rd Quarter



Wednesday: 3-19 Begin 4th quarter


No P.E. until next year

Thursday: 3-20 Fitness Gram Fitness Post Test


Friday: 3-21 No School – Spring Break

No School – Spring Break

No School – Spring Break



March 24th – 28th Next Teachers Meeting: April 7th, 7:30am


Fitness Post TestNo P.E. until next year


Tuesday: 3-25 Fitness Gram Fitness Post Test



Wednesday: 3-26 Fitness Gram Fitness Post Test






Friday: 3-28 Fitness Gram Fitness Post Test





March 31st – April 4th Next Teachers Meeting: April 7th, 7:30am


Fitness Post TestNo P.E. until next year


Tuesday: 4-1 Fitness Gram Fitness Post Test



Wednesday: 4-2 Fitness Gram Fitness Post Test






Friday: 4-4 Mini Course No P.E. until next Mini Course

year



April 7th – 11th Next Teachers Meeting: May 12, 7:30am


Fitness Post Test - No P.E. until next year

Fitness Gram Fitness Post Test -

Tuesday: 4-8 Fitness Gram Fitness Post Tests - Handball


Flag Football

Wednesday: 4-9 Fitness Gram Fitness Post Tests - Handball


Flag Football

Thursday: 4-10 Fitness Gram Fitness Post Tests - Handball


Flag Football

Friday: 4-11 Fitness Gram Fitness Post Tests - Handball


Flag Football



April 14th – 18th Next Teachers Meeting: May 12, 7:30am

6th grade 7th grade 8th gradeMonday: 4-14 Class Choice – No P.E. until next Flag Football

Game Day yearTuesday: 4-15 Class Choice –

Game DayNo P.E. until next year

Flag Football – Skill Tests

Wednesday: 4-16 Class Choice – Game Day


Flag Football - Tournament

Thursday: 4-17 Class Choice – Game Day


Flag Football - Tournament

Friday: 4-18 NO SCHOOL No P.E. until next year

NO SCHOOL



April 21st – 25th Next Teachers Meeting: May 12, 7:30am

6th grade 7th grade 8th gradeMonday: 4-21 Team Building

ActivitiesNo P.E. until next year

10 minute Workouts - Golf

Tuesday: 4-22 Team Building Activities



Wednesday: 4-23 Team Building Activities



Thursday: 4-24 Team Building Activities


Game Day – Hand out Golf or Tennis Assignment

Friday: 4-25 Possible Snow Day – No School


Possible Snow Days – No School



April 28th – May 2nd

Next Teachers Meeting: May 12, 7:30am

6th grade 7th grade 8th gradeMonday: 4-28 Tennis No P.E. until next

yearTennis

Tuesday: 4-29 Tennis No P.E. until next year

Soccer

Wednesday: 4-30 Tennis No P.E. until next year

Tennis

Thursday: 5-1 Tennis No P.E. until next year

Soccer

Friday: 5-2 Tennis No P.E. until next year

Tennis



May 5th – 9th Next Teachers Meeting: May 12, 7:30am

6th grade 7th grade 8th gradeMonday: 5-5 Tennis No P.E. until next

yearSoccer

Tuesday: 5-6 Tennis No P.E. until next year

Tennis

Wednesday: 5-7 Tennis No P.E. until next year

Soccer

Thursday: 5-8 Tennis No P.E. until next year

Tennis

Friday: 5-9 Tennis No P.E. until next year

Game Day



May 12th -16th Next Teachers Meeting: Friday, May 23rd, 8am

6th grade 7th grade 8th gradeMonday: 5-12 Olympic

Preparation No P.E. until next year

Activity Week – VolleyballFitness Gram Makeups

Tuesday: 5-13 Olympic Preparation


Activity Week – Softball Fitness Gram Makeups

Wednesday: 5-14 Olympic Preparation


Activity Week – BasketballFitness Gram Makeups

Thursday: 5-15 Olympic Preparation


Activity Week – Soccer

Friday: 5-16 Olympic Preparation


Activity Week – Fitness Game



May 19th – 23rdNext Teachers Meeting: Friday, May 23rd, 8am

6th grade 7th grade 8th gradeMonday: 5-19 Olympic

PreparationNo P.E. until next year

Olympics

Tuesday: 5-20 Olympic Preparation


Olympics

Wednesday: 5-21 Olympic Preparation


Olympics

Thursday: 5-22 Olympic Day Olympic Day Olympic DayFriday: 5-23 Teacher Workshop Teacher Workshop Teacher Workshop

Day Day Day


Brandon Valley Middle School06-07 Lesson Plans

Brent DeckertBrandon Valley Middle School Physical Education

Week #6September 25th – September 29th

9-25: Monday: TEACHER’S MEETING – 7:15am9-26: Tuesday: 9-27: Wednesday: 9-28: Thursday: Encore Meeting9-29: Friday: Commons duty – 7:45-8:10am BEST – Finish up oral reports on familiesNext Teacher’s Meeting: October ..AD Meeting: October 6th State Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.

Warm ups and Attendance: Check BoardLesson Focus: Football/SoccerNO WARM UP –

1. Finish up testing. Some classes maybe behind in Jump rope scores, soccer skill tests or timed run.

2. Last week of Football and Soccer games3. Take home written test for all grades.

Indoor soccer games (some classes may have pilo ball) 4. Indoor football games - Lesson Setup

Performance Goals

Students will use their personal skills to an advantage on their teams, play by the rules and regulations for touch football games, and play up to six rounds of a football tournament.

Cognitive Goals

Development throughout the tournament will focus on one of the following groups each day:

The quarterback:

Practicing throwing to the open player Using short passes to retain possession Exercising all options so not too predictable Learning it is better to run than to throw and be intercepted

The defense:

Practicing pressuring the quarterback ( 5 count ) Not letting people get behind them Calling to the team when the ball is thrown so it can refocus defense Using zones or a “safety” when playing person to person

The receiver:

Practicing keeping an eye on the ball Breaking to the outside Making cuts and faking to lose opponents Running behind teammates so they block or screen

The offense:

Making a plan that includes everyone, even if not a ball carrier

Lesson Safety

Monitor for unnecessary roughness and emotionally stressful behavior, and correct it.

Motivation

The teams that do well are the ones that utilize everyone on the team. Tell the students that those who depend on the biggest and fastest player on their team will learn quickly that their star player can easily be shut down by alert opposition. Smart teams make sure everyone contributes to the team.

Mention that this is for fun. Tell the class to go out there and see if their wits and skills can keep them in the game. Offer your help if they need it.

Lesson Sequence

1. Develop 5-6 teams and give schedule. It should include the following:

The round of the tournament The team identity numbers and whom they will play (1 plays 4, etc.)

The color of the teams and jerseys to be picked up Which field the game will be played on

2. After the players stretch, make announcements that introduce ideas for strategy, focusing on a new strategy every day (attendance should be taken during the game):

Students go to the field of play. They choose to receive or choose which side of the field they will play on for the period. They begin their tournament games.

3. During the course of the class, while officiating and coaching games, focus on the strategy brought to everyone’s attention during the announcements.

Review

How did the class think the day’s strategy got played out?Which team successfully incorporated the day’s strategy?How could they make the strategy work better?How did the strategy break down? Have them give examples.Answer questions and collect scores.

Assessment

The unit should conclude with a quiz that questions knowledge of rules, fundamental strategies, and fundamentals of movement. Since the unit is short, it is probably best to select questions from all the activities done in the fall before testing. A short quiz appears on page 440.

Skills grading can be done in a number of ways:

Announce minimal standards and award points for

proper positioning on defense, moving to the open field, cutting to lose opponent, blocking for teammates or making a catch of a ball thrown accurately, and responding to the team game plan

TOP


Week #7October 2nd – October 6th

http://bd016.k12.sd.us/lesson%20plan.htm#TO%23TO

10-2: Monday: 10-3: Tuesday: 10-4: Wednesday: 10-5: Thursday: Encore Meeting10-6: Friday: Commons duty – 7:45-8:10am BEST – Meet in Gym – Repect handoutNext Teacher’s Meeting: State Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.

Warm ups and Attendance: Check BoardLesson Focus: Football-Soccer – Pilo polo activities

1. Handout written football test – TAKE HOME TEST2. Be sure all students record it in their day planner!!

a. Test may be taken in groupsb. Due next gym class.

3. Handball games/wrapping up soccer/football

Lesson Setup

Facility

An area with no obstructionsOne court or playing area for every 12 students

Equipment

Scrimmage vests of a different color for every group of sixOne ball for every two students

Performance Goal

Students will legally learn to advance a ball in team handball.

Cognitive Goals

Students will examine the difference between the rules for soccer and for team handball, includingthe size of the team, moving the ball:

One cannot use anything below the knees to direct the ball. One cannot touch the ball twice unless it touches something else, such as the floor, the wall, or so on, or is touched by someone else. One cannot send a ball out of bounds to delay the game.

The goalie cannot go out to save a ball outside the restraining line. Players cannot go inside the goalie area.

Lesson Safety

Each participant with a ball should be separated by a minimum of six feet from the next.A team needs a set of goals and its own court on which to play.

Warm-Up

Students will:

1. Complete push-ups and sit-ups 2. Perform jumps on board 3. Jog while hand dribbling and hand or body passing balls to partners

DISCUSSION

Introduce team handball to your students and tell them it has a big following outside of this country. Here, it is just a trick of adjustment. Let them know they already have learned the skills necessary to play this game, so instead of focusing on skills development, you will just point the way, tell them how things differ a little, and let them adapt on their own with the help of their teammates.

Team handball uses a lot of soccer skills, as long as a player can move the ball without using her feet or shins. For the soccer players in the class, that little difference may drive them crazy. Talk about the allowed skills, inform them that they know the soccer skills they can use, and then it’s time to get into a game.

Lesson Sequence

1. Review the allowed skills by calling them out and having partners practice them:

The hand dribble The overhand pass The wrist pass Throw and catch Volley and catch Three steps and get rid of the ball Head, knee, and shoulder volleys 2. Stop the class to go over boundaries, pointing out the goalie area and applicable rules. 3.Divide the class into teams of six and have them play a game.

Review

Ask students if they like the game.Discuss how many of them got mixed up.Ask what was the most difficult skills transition for them to make.

4. Game rulesa. Make 3-5 teams (red – blue and shirts).b. One team is always out.c. Every 60 seconds rotate teams – the best team stays – or make up any

reason to rotate a certain team off the court.d. A goal is scored by throwing the ball into the red mat. IT MUST

BOUNCE BEFORE IT HITS THE RED MAT.e. Any ball that is tipped by a goalie or defender is no goal. f. Any pass that is tipped by a defender is the a turnover to the other team.g. No out of bounce.h. If any pass to your teammate is dropped (or tipped)it becomes the

opponent’s possession.i. A defender may not steal or take the ball from an opponent.j. There must always be two goalies for each team.k. Every time a team rotates on or off the floor – two new goalies must

become a goalie.l. Any player who steps into the goal area is eliminated from the game until

they complete 5 pushups.m. After one shot at the goal the possession automatically goes to the other

team. TOP



Lesson Setup

Facility

An area with no obstructionsOne court or playing area for every 6-12 students

Equipment

Scrimmage vests of a different color for every group of sixOne ball all students

Performance Goal


Students will legally learn to advance a ball in team handball/Pilo Polo

Cognitive Goals

Students will examine the difference between the rules for soccer and for team handball, including the size of the team,moving the ball:

One cannot use anything below the knees to direct the ball. One cannot touch the ball twice unless it touches something else, such as the floor, the wall, or so on, or is touched by someone else. One cannot send a ball out of bounds to delay the game. The goalie cannot go out to save a ball outside the restraining line. Players cannot go inside the goalie area.

Lesson Safety

Each participant with a ball should be separated by a minimum of six feet from the next.A team needs a set of goals and its own court on which to play.

Warm-Up

Students will:

1. Complete push-ups and sit-ups 2. Perform jumps on board 3. Jog while dribbling and hand or body passing balls to partners

Lesson Sequence - of Handball and Pilo game

Hand out study guide

Soccer - Study Guide - 6th grade Physical Education

1. Pilo Polo game for 7-8th grade ONLY. Played if one class is ahead of other 8th grade classes.a. Rules

i. Two hands on pole at all times ii. Offensive and defensive play will take place – 6 on 6 iii. Pole must remain at or below waist at all times or 30 second penalty will occur iv. Any rough play will result in being elimated from game for the entire day v. Rotate players every 90 seconds from goalie’s to on court players

2. Game rules

a. Make 3-5 teams (red – blue and shirts).b. One team is always out.c. Every 60 seconds rotate teams – the best team stays – or make up any

reason to rotate a certain team off the court.d. A goal is scored by throwing the ball into the red mat. IT MUST

BOUNCE BEFORE IT HITS THE RED MAT.e. Any ball that is tipped by a goalie or defender is no goal. f. Any pass that is tipped by a defender is the a turnover to the other team.g. No out of bounce.h. If any pass to your teammate is dropped (or tipped)it becomes the

opponent’s possession.i. A defender may not steal or take the ball from an opponent.j. There must always be two goalies for each team.k. Every time a team rotates on or off the floor – two new goalies must

become a goalie.l. Any player who steps into the goal area is eliminated from the game until

they complete 5 pushups.m. After one shot at the goal the possession automatically goes to the other

team. TOP



10-16: Monday: 7:30am – Teacher’s meeting10-17: Tuesday: 10-18: Wednesday: 10-19: Thursday: Encore Meeting10-20: Friday: Commons duty – 7:45-8:10am BEST – Meet in Gym – Handout from Mr. KolbeckNext Teacher’s Meeting: November 13th State Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.

Lesson Focus: Fitness and BasketballPerformance Goal

Students will review skills for lay-up shooting, the pivot turn, and the dribble.

Cognitive Goals

Students will:


review the rules of the dribble, and learn the purpose of the dribble.

Lesson Safety

During the lay-up drill, have only one ball at each basket at a time.

Basketball generally takes place in a crowded court space. This lesson should train students to be aware of where they are going. Be especially cautious to keep encouraging that dribblers look where they are going as you create the dribble maze. Once the dribble to lay-up shot drill is used, limit basketballs to the number of baskets and have groups line up equally behind each ball.

Warm-Up

Students will

1. Perform Warm up listed on white board 2. Run to a two-step stop and shoot at every basket in the gym 3. Have all students shoot layups – right side and left side 4. Practice mimetic for a lay-up shot with ball: arm and step-hop footwork – Advanced players may use ball and weak hand more often 5. Pair themselves up into groups of 4 to 5. 6. Play a Gotcha game: 2 balls per group – shot from any spot on floor inside of 15 feet away. If the second shooter makes shot before first shooter the first shooter has been knocked out of game until everyone is eliminated. Play 3-4 games. 7. If time allows in class – take every class through the Lesson sequence.

Motivation

The main reason some people grow to hate playing basketball is that they get hurt. Sometimes the hurt is not always physicalit could be the “know-it-all” teammate who hogs the ball and makes a person feel like she cannot make a contribution. Anyone who thinks she cannot make a contribution to her team has not taken the time to understand the game and learn the fundamentals. In this lesson, students should learn that everyone is capable of getting the ball in the basket. Start with the lay-up shot and discuss where players have to place the ball.

Lesson Sequence

1. Teach and demonstrate the desired target for the lay-up shot:

Have students take two or three shots each. Demonstrate the effect of spin. Ask students how many baskets they can sink in 10 seconds. Let each person at each basket have a 10-second trial.

Have the most successful shooter demonstrate his successful technique to the class. Try again, giving everyone a few more 10-second turns.

2. Review the essentials of the dribble:

Set up a dribble drill, creating new reminders as they go. Tell players to meet the ball at their waist, push the ball out in front of them, use their weaker hands, and look where they are going. As you improve their attention, add obstacles until you have the full-blown dribble maze drill:Have half the class moving in the opposite direction.

Stop the class and ask the extra-good dribblers to begin their dribbling from the side, so they are moving perpendicularly to the main lines. Set up a drill that uses the dribble for one of its purposesfor example, have students dribble one lap around the gym, shooting a lay-up shot when they get to a basket.

3. Teach a shooting game of “GO” to class.

Review

Ask students, if they want a ball to drop in the basket, whether they should heave it or let it roll off their fingers.Review why it is important to be able to dribble without looking at the ball.Ask players whether they and their teams can score when they are dribbling the ball.Discuss the purpose of the dribble.

Assessment

Observe each group’s ball control, making sure it is ready to move on to the next aspect of the lesson or even the next lesson. There is no rush; do not move on until 90 percent of the class look like they are making good progress.

TOP


Week #10October 23rd – 27th

10-23: Monday: 10-24: Tuesday: 10-25: Wednesday: 10-26: Thursday: Encore Meeting – Grading window open……….10-27: Friday: Commons duty – 7:45-8:10am 1 st quarter over BEST – Next Teacher’s Meeting: State Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.


Performance Goals

1 Students will review how to shoot correctly, and 2. learn how to shoot foul shots.

Cognitive Goals

1. Students will learn what causes fouls and why foul shots are awarded 2. the significance of a basketball key:

Where most points get scored Timing their entrance into the key for rebounding offensive shots The three-second rule

Warm-Up

Students will:

1. Complete Warm up and drills 2. Practice pass-and-go drill and dribble drills 3. Practice a lay-up shot and jump stops into short jump shots 4. Read Basketball history to class and have them write a response

Motivation

If everyone realized a missed shot might still result in their team scoring, would they consider scoring more often? It is truebut how? Rebounding is an art. On offense, it gives one’s team a second or third or fourth chance to score, and on defense it prevents extra scoring chances. Of course, it is easiest for the tallest players, but good timing, good court position, jumping ability, and grabbing the ball securely are equally important. While not everyone will be the designated rebounder, there are many occasions for everyone to rebound. Discuss how to do it and how to have the sensibility to be assured of when it is a good time to take that outside shot.

Lesson Sequence

1. Teach and demonstrate shooting, lay ups and jump stops into layups 2. Bring the group to the basketball key:

Teach them the three-second rule. Go over the drill for practicing shots close to basket or grooving their shot. Have every student take three foul shots while the others rebound and lay up.

3. Line up the group somewhere else in the gym, have them dribble to the point – jump stop and pass to wing and cut for a score or play 3 on 0 Pass – cut and go somewhere – space.

4. Play 3 on 3 or 2 on 2 Pass and cut.

5. Teach a shooting game: Gotcha, 4 up, Bowling, Make 10 don’t miss 2 in a row, 2 balls and 3 shooters

Review

Ask students if they scored more points on the outside shot or on the follow-up layup.Discuss whether it is better to take an inside shot or an outside one during a game, and why.Review what a player should wait for if he is going to take an outside shot.Basketball Session 2

Lesson Setup

Equipment

Scrimmage vests for half the studentsWhistles for student officialsPerformance GoalStudents will play half-court basketball games using the “bringing back the ball” rules.

Cognitive Goal

Students will review half-court basketball “bringing it back” rules and general strategies.

Warm-Up

Students will:

1. Complete warm up on board 2. Practice lay ups 3. Dribble and jog or 4. Dribble 2 balls or dribble and juggle

Motivation

Ask the students if the basketball games on television are full-court or half-court. Discuss how they could duplicate the full-court experience if they only had two baskets but wanted two games to go on. Go over the rules for half-court, the way players can open the court, and how the three-second rule discussed in the previous lesson would apply to a half-court game.

Lesson Sequence

1. Teach 5 on 0 open post movement – as soon as class gets a clue allow the ½ court games to start. 2. Bring the group to a half-court basketball area and discuss boundary lines, and half-

court rules and the reason for them.3. Go from court to court, officiating the three-second and “bringing it back” rules.

Review

Comment on how the students have played well and mention anything that they should pay attention to.

Tell them that in the next lesson they will learn who their tournament team players are. You will be dividing the class up so that each team has a natural at dribbling, someone who has rebounding advantages, and someone who is a good shooter.

Teacher Homework

Make up teams that are as equal as possible.

TABLE 11.3 Teacher Worksheet for Making Up Four Basketball Teams

Team 1 Team 2 Team 3 Team 4

Tallpotentialrebounding

Good outside shooter

Good ball handler

Fast

Lagging skills

TOP


Week #11October 30th – November 3rd

10-30: Monday: Put in announcements: No am open gym after conferences10-31: Tuesday: 11-1: Wednesday: 1st hour Mr. Hill Observation11-2: Thursday: Encore Meeting11-3: Friday: Commons duty – 7:45-8:10am Conferences Next Week Early dismissal on Monday and ThursdayBEST – Dearly Beloved ArticleNext Teacher’s Meeting: November 13thState Standards Covered: 1-5


Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.

Performance Goals

Students will:

1. shoot from outside the key, and 2. improve their lay-up shots 3. improve ball handling vision 4. learn how to move without the basketball

Cognitive Goals

1. Students will learn to keep it up, straight and follow through while shooting outside shots.

2. Students will learn to have better vision on the court when they dribble the basketball.

Warm-Up

Students will:

1. Dribble Laps 2. Finish jumps and push ups on board 3. Practice shooting

Motivation

If everyone on defense knew that a player would only shoot from the easiest location, what would they do? They would keep all their defense inside the key. How to keep the offense moving? Make them open up by learning to guard people outside the key. Why would they do that? Because people outside the key are scoring. Players need to learn how to score from farther away. Spend some time teaching students how to find their special place on the court, a place where they reach the basket easily and have enough control to score.

Lesson Sequence

1. Teach and demonstrate the outside shot. Up – straight and follow through. 2. Allow every ball you have to be used for practicing the outside shot the way basketball teams do, with some people under the basket returning the balls to shootersno waiting turns, just getting the ball and shooting. Do not go ahead until

everyone has taken at least 20 shots. 3. Have students make up the number of groups equal to the number of baskets: Groups of 4-6

Line them up on the opposite side of the gym from the basket they use. Repeat dribbling and shooting drills they have learned to date.

4. Stop the class and reinstruct them to dribble to the position where they take their outside shots and then shoot:

Allow several trials, dribbling and shooting automatically once in position. Vary it by having them follow up a miss with a layup.

Shooting spots include – elbows, blocks, and corners

5. Tell, show and demonstrate open post offensive movement.

Review

Ask how many people scored one basket for their teams, and two, and three.Discuss how many points each shot is.Ask students if it helped to move to get open and what still made it difficult to score.

Second Session

Lesson Sequence

1. Lay up Skill Test

2. 7-8 graders must Reading handout.

3. After warm up use groups to dribble and juggle. Shoot short jump shots or shoot jump shots off of dribble

4. Shooting games

A. Bowling

B. Gotcha

C. 4 up

D. Ice Man

BEST -

Dearly Beloved

Arthur lived in the northeast part of the state in a small town, where hunting was both a recreation and a religion for the majority of men. Arthur's father, however, didn't hunt for deer, elk, rabbits, squirrels, or ducks as the men did in their town. He taught Arthur, who was an only child, not to kill animals, more by example than by preaching to him, that it was wrong to kill God's creatures for sport. "I don't think it's right to kill squirrels and birds for fun," Arthur said matter-of-factly one day in class when the teacher announced that school would be out the first week of deer season. "It’s cruel. "There were some jeers and catcalls from both the boys and girls. Many of the girls went hunting and were

considered" good shots." For most of the boys, it was considered manly to hunt -in fact, many of them saw more of their fathers in hunting season than at any other time. It was part of the process of growing up to be a man.Arthur didn't give an inch, and his teacher, Mr. Naylor, was obliged to open up the matter for discussion. Mr. Naylor himself was one of the most avid hunters on the faculty, but he was also a good teacher and appreciated the fact that many people, including animal rights activists, were strongly opposed to hunting. "Does anyone have a good argument in favor of hunting?" he asked. "If we didn't have a hunting season," Gerald declared, "the deer would multiply so fast that a lot of things would suffer. They eat saplings and new growth, you know. Be-O" sides, if there are too many deer out there, a lot of them will starve to death. We have to control their numbers." A rumble of approval reverberated through the classroom. "Nature has a way of balancing things out," Arthur countered. "What do you suppose happens in nature when there are no people around? There aren't people everywhere, you know! Why do people think they have the right to control nature and animals?" The debate didn't end with that day's discussion. Arthur was harassed by his class.. mates before and after the week's vacation, which was officially for the teachers to have meetings but was unofficially a holiday for hunters. By Thanksgiving it got so bad that Arthur had no one to talk with at school except jimmy, who was a newcomer from the urban western part of the state. "Maybe you should give up the argument, Arthur," Jimmy suggested. "The kids would probably like you better if you didn't tell them that hunting is cruel and stupid." "I know," Arthur said. "But I'm not going to change my mind just so those kids will like me a little better. I like them all right, but I don't approve of their attitude about killing animals." Arthur's mother was worried because he came home in a despondent half-angry way on most school days. "What are we going to do about Arthur, Phil? He's miserable at school, and he has no one to play with on the weekends." What will happen next? Finish the story.TOP



11-6: Monday: HS-Elementary Conferences – Early release11-7: Tuesday: 11-8: Wednesday: 11-9: Thursday: MS Conferences


11-10: Friday: NO SCHOOL BEST – Mr. Holbeck’s handoutsNext Teacher’s Meeting: November 13State Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.

Lesson Focus: Basketball

Performance Goal

1. Students will not have warm up and will score our 2nd quarter jump rope tests.

2. Students will complete basketball skill testing from week #11.

Cognitive Goal1. Students will learn about the reading content area coming up and have an opportunity to ask questions before it does.

Warm-Up

Students will:

1. Practice jumps to be tested on until attendance has been taken2. Practice lay ups or shooting until attendance has been taken.

Motivation

Mention to students that after the jump rope test they are in the last round of basketball games. In the next class, or next week the students will have a short reading assignment and spend the remainder of the period playing whatever playoffs are necessary. Before beginning the games, ask if anyone has any questions about the rules, the positions, the strategies, or the penalties.

Lesson Sequence

1. Direct students to the proper jumps 2. Continue basketball games. Stop games halfway through playing time and allow teams some time to talk (one minute) and then resume games. 3. Travel from game to game, officiating the rules and observing for skills breakdown. 4. Record skills checkoff after class.

Review

Take time to especially compliment a student for the most improvement since the beginning of the unit.Ask the class if the games raised any questions that they did not think of before they started playing.Assessment - Finish assessing the performance levels of each student.

Teacher Homework

Make sure that we have enough reading assignments for each student. Finish grading reading strategies as they are handed in.

Basketball Lesson 2Lesson Sequence

1. Distribute reading strategies for the content after answering questions.2. Go over websites for information on reading content.3. Read to class, give out key persons, have them form connections, and contribution of each individual. 4. Assignment will be due on next day in Physical Education.5. Games will resume when 1-4 is finished.6. Direct students to the court for their last basketball game.7. Travel from game to game, officiating the rules and observing for skills breakdown.8. Record skills checkoff after class.

Review

Continue compliments on whatever seems worthy.

Assessment - Basketball Performance Assessment Rubric (5%)

Student Name___________________________________________

2 3 4 5

- Shoots when open Frequent success from Has frequent success inside and outside key Has intentional aiming inside key Follows up outside shot focus Developing outside shot Meets backboard

Passing No effort Has proper body mechan- Pass arrives accurately Passes to open person ics Passes to someone on the Passes on the run Is accurate to 10 feet move Pass arrives with speed Has proper follow- Varies passes: bounce, through chest

Dribbling No effort Uses proper fundamentals Makes effort to keep eyes Rarely breaks dribble Begins dribble when off ball rules moving Switches hands or stop to Is developing both hands defend the ball Uses dribble offensively Dribbles only to gain ground

Defense No effort Attempts to stay between Anticipates change of Goes to person or position hoop and opponent direction on change of possession Uses hands to block ball Attempts rebounds Does not allow open shots Jumps to block shots

Teamwork No effort Gets to court on time Tries to play within rules Leads team constructivelyand Gets along with team- Does not hog ball Plays within the rulessporting mates Makes effort to improve Is the go-to personbehavior Hogs ball or blames others weaknesses

TOPBrent Deckert

Brandon Valley Middle School Physical EducationWeek #13

November 13th – 17th 11-13: Monday: 7:30am Teacher’s Meeting


11-14: Tuesday: 11-15: Wednesday: 11-16: Thursday: Encore Meeting – 7:4511-17: Friday: Commons Duty – 7:45BEST – Mr. Holbeck’s HandoutsNext Teacher’s Meeting: December 11th State Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.

Lesson Focus: Challenge Activities Performance Goal

1. Students will jog 8 minutes without stopping.

Cognitive Goal

1. Students will learn about working together through different challenge activities. Warm up: Students will

1. Skip warm up during first session of week to perform 8 minute timed run2. Complete warm up listed on white board – most of warm up will be missed.

Motivation: Mention to students that we spend a considerable amount of time preparing for our timed run. Jog with a friend to make the time go faster and please give your best effort at completing the run without walking or stopping. Lesson Sequence:

1. NO warm up during 1st session – Test 8 minute timed run.2. All classes must have reading assignment turned in.3. Begin challenge activities.4. During 2nd session – hand out Reading assignment – due in one week.5. Challenge Activities, students must work together. I’m only a reflection of what our team

is.a. Relay races w/ Mats

i. One mat per squad ii. Progressively make more difficult (add equipment on mat).

b. Big Sioux Flood (6th grade only). i. Objective of game is to collect as much junk floating in the Big Sioux River

as possible within 2 minutes. ii. Rules iii. No one can touch ground except designated motor. iv. Anyone who falls off, drowns – they cannot be saved, they are out of the

game. v. Points are given for collected junk and team members still on the boat.

c. Review – the object of any challenge activity is to work together. Assessment:

1. A timed run is 10% of all students grade per quarter. % are based upon completion or deducted based upon when someone walks. The recovery process on all skill tests are made up during warm ups or “re-do’s” may be completed one week after performance test.

Session 2 Lesson Sequence:

1. Complete warm up on board while taking attendance.2. Ask for reading assignment sheets that were not handed in on time.

d. Knots

i. Students pair up with one partner and two cotton jump ropes. ii. Tie knot around both wrists and weave them between their partner iii. Object of game is to get out without untying knots around wrists. iv. Leave time for practice and questions of how to compete this successfully TOP



11-20: Monday: 11-21: Tuesday: 11-22: Wednesday: NO SCHOOL11-23: Thursday: NO SCHOOL11-24: Friday: NO SCHOOLBEST – “Two Choices Handout”Next Teacher’s Meeting: December 11th State Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.


1. Students will attempt to untie themselves from 4 slip knots 2. Students will use team activities to achieve success for themselves and their team.

Cognitive Goal


1. Students will learn how to develop team work through a variety of different challenge activities

2. Students will see how success builds a positive self image through physical challenges. Warm up: Students will

1. Practice 25 of every jump that each class is tested on.2. Perform warm up on board

Motivation: Do you remember being a team that was a winner? Perhaps you were on a basketball team or another team that won a championship. Maybe you were hiking and reached a challenging destination. If you’ve had that experience before, would you like it again? Did that winning feeling boost your self confidence? We would all like to capture that sense of achievement, and one of the best ways is to work toward a common goal. Lesson Sequence:

1. Hand in reading assignment on basketball2. Hand out copies for students who were excused or absent3. Use warm up time for students who have missed our timed run, jump rope test or

reading assignment.4. Warm up5. Begin a knot game

a. Game i. Puzzle that has been around for 250 years. Very challenging, but it

does give students a chance to get up and moving. The success of this game depends on lateral thinking and mathematics of distortion.

ii. Set up: Need 2 people – 2 ropes with slip knots tied on each end. Each slip knot is then loosely hung around each team members wrist. Each person attempts to get themselves apart while following these rules

1. Knots cannot be removed2. Do not break, cut or bite through the rope or in any way damage

the rope. iii. THE SOLUTION: LOCKED IN A TOP SECRET FILE IN MR.

DECKERT’S OFFICE!!!!!6. Game day

a. Class may choose between Deckert ball and Pilo Polo Review:

1. Go over the challenges faced through the knot game.2. Who was successful and why?3. Have a great Thanksgiving. Be sure to travel safe and eat too

much. Assessment: 1. Teacher observation of students participating together Session 2

Lesson Sequence: Thanksgiving weekend. No classes will have two Physical Education classes in week 14. TOP


November 27th – December 1st 11-27: Monday: 11-28: Tuesday: 11-29: Wednesday: 11-30: Thursday: Encore meeting12-1: Friday: Commons Duty – 7:45 – 8:10am COACHES MEETING @ HS RM 118 @ 7:30amBEST – December 11th 7:30amNext Teacher’s Meeting: December 11th State Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.


1. Students will attempt to untie themselves from 4 slip knots 2. Students will use team activities to achieve success for themselves and their team.

Cognitive Goal


2. Students will see how success builds a positive self image through physical challenges. Warm up: Students will

1. Jog laps with classmates 2. Perform warm up on board

Motivation: Everyday we all count on people to help with various tasks. Give examples of school/home and community. Do what you can to help solve this challenge activity in a group or team. Lesson Sequence:

1. Warm up and attendance2. Check on all assignments (late and missing)3. “Mission Impossible” Challenge activity


Review:

1. What would have made your team more successful2. Did anyone forget the goal??3. What would have been a better use of your time and equipment?

Assessment: Teacher observation Session 2 Lesson Sequence:

1. Warm up and attendance2. Check on all assignments (late and missing)3. Mission Impossible Challenge activity with changes in goals and equipment usage

TOP


December 4th – 8th 12-4: Monday: 12-5: Tuesday: 12-6: Wednesday: 12-7: Thursday: 12-8: Friday: Dismissal @ 1:05pm to Yankton – Need someone to cover my study hallBEST – Handouts from Mr. HolbeckNext Teacher’s Meeting: December 11th State Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.


1. Students will all participate in the warm up activities2. Students will work together in order to complete separate challenges.3. Students will attempt to untie themselves from 4 slip knots 4. Students will use team activities to achieve success for themselves and their team.

Cognitive Goal

1. Students will understand that the best team always involves the best communication and problem solving skills


3. Students will see how success builds a positive self image through physical challenges.


Warm up: Students will

1. Practice all jumps on board2. Perform and complete warm up

Lesson Sequence:

1. After warmup and attendance, classes next challenge will be cooperative transfer gamea. The challenge is to move group of balls from a storage area to a another area without

dropping it.b. Using a wooden ring with 12 attachments and one set of spoons, each group will devise a

plan to transfer as many. Session 2

2. If class was unsuccessful at transfer game, the game may be repeated with more specific details to ensure more success.

3. After warmup and attendance, classes next challenge will be cooperative transfer gamea. The challenge is to move group of balls from a storage area to a another area without

dropping it.b. Using a wooden ring with 12 attachments and one set of spoons, each group will devise a

plan to transfer as many.

4. Repeat Challenge activity a. Mission Impossibleb. Knotsc. Transfer game

TOP


December 11th – 15th 12-18: Monday: 7:30am – Teacher’s meeting12-19: Tuesday: 12-20: Wednesday: 12-21: Thursday12-22: Friday: NO SchoolBEST – Next Teacher’s Meeting: January State Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.

Lesson Focus: Fitness Games/Challenge Activities


Performance Goal

1. Students will all participate in the warm up activities2. Students will work together in order to complete separate challenges.3. Students will attempt to work together to write out certain letters from 15 separate bands.4. Students will use team activities to achieve success for themselves and their team.

Cognitive Goal

1. Students will understand that the best team always involves the best communication and problem solving skills


3. Students will see how success builds a positive self image through physical challenges.


1. Practice all jumps on board2. Perform and complete warm up

Lesson Sequence:

1. After warmup and attendance, classes next challenge will be cooperative transfer gamea. The challenge is to move a marker attached to 15-20 long straps on a sheet of paper.

i. Games1. Writing certain names or quotes2. Tic – Tac – Toe 3. Transfer game

2. If class was unsuccessful at transfer game last week, the game may be repeated with more specific details to ensure more success.

3. Repeat Challenge activity a. Mission Impossibleb. Knotsc. Transfer gamed. Marker/strap game

4. Fitness GameTOP


December 18th – 22nd 12-18: Monday: 12-19: Tuesday: 12-20: Wednesday: 12-21: Thursday: Encore Meeting12-22: Friday: NO SCHOOLBEST –


Next Teacher’s Meeting: January 15th Next Coaches Meeting: January 5thState Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.


1. Students will all participate in the warm up activities2. Students will work together in order to complete separate challenges.3. Students will attempt to work together to write out certain letters from 15 separate bands.4. Students will use team activities to achieve success for themselves and their team.

Cognitive Goal 1. Students will understand that the best team always involves the best communication and

problem solving skills2. Students will learn how to develop team work through a variety of different challenge

activities3. Students will see how success builds a positive self image through physical challenges.

Warm up: Students will1. Practice jumps, push ups and other activities on white board.

Motivation: Read the new Challenge activity to class. Lesson Sequence:

1. Attendance during warm ups2. Hand out cards explaining the next challenge

a. Reindeer Games

Santa Takes a Tumble

Oh no! It’s Christmas Eve and Santa is in trouble! The fog is thick; his sleigh has run into a bump on the roof and taken a tumble! The sleigh is a wreck, the reindeer are loose and the packages are all over the place. He needs your help!

Your mission, is to get Santa back on schedule. If you can, he will reward you with your heart’s desire for several holidays to come. So, get your hat and mittens and let’s get busy. Here is what you need to do:

Fix the sleigh: You need two colored scooters, one red mat, a plastic garbage bag.

Round up the reindeer: one scooter and jump rope per reindeer. Ropes must attach to the scooter! Reindeer “hooves” may touch the “snow”, of course, but reindeer cannot help pick things up!

Gather the gifts: Elves must SIT on the sleigh to gather the gifts. DO NOT touch the ground! The snow is not real. We have no idea what it is made of, but word has it that if you touch it, your sleigh will fall apart and you will have to start over!

Pack the gifts: Get the gifts back to the rooftop so Santa can get them under the tree! Merry Christmas!

3. There is a time limit…..so don’t be late.4. Count up presents and reward the best workers

TOP


January 1st – 5th 1-1: Monday: NO SCHOOL1-2: Tuesday: NO SCHOOL1-3: Wednesday: 1-4: Thursday: Encore Meeting1-5: Friday: Common’s duty @ 7:45 Coaches Meeting in Room 118 @ HSBEST – Next Teacher’s Meeting: January 15th Next Coaches Meeting: January 5thState Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.

Lesson Focus: Volleyball Performance Goal


1. Students will hit a bump pass Cognitive Goal

1. Students will learn a brief history of volleyball and it’s evolution2. Students will learn that to hit something up they need to contact the ball

from underneath it3. Students will learn the necessity of hitting the ball up.


1. Jog around the playing are. 2. Complete push-ups and sit-ups 3. Practice mimetics for the bump pass, practicing each component five times:

Proper hand and forearm positionpractice it fast five times Leg preparationbending both knees and getting in a forward stride position while preparing the arms Coordinate the arms and legs together, adding what is done on contact so it takes place in one smooth, flowing motion:

Train students to keep their eyes on the imaginary ball as it touches the forearmKeep their legs bentMove their forearms in the direction they want the ball to go (forward and up)

Add getting to the “imaginary” ball, preparing for the hit, the contact, and follow-through

Motivation:

Volleyball was developed in the United States and has become so popular that it is difficult to go to any resort, beachside community, or park without seeing nets set up and people playing. The game in its original form is played with six players. Six-on-six is the way it is played in the Olympics, in class, and in interscholastic activities.

Ask students if any of them have seen beach volleyball on TV or at the beach. If two people are opposite each other at a beach volleyball net, their only chance to get to each other’s pass may be when they are able to hit the ball up in the air. In today’s class, students will learn to do that: the bump pass.

Lesson Sequence:

1. Teach and demonstrate the bump pass 2. Teach the following rules:

An open hand below the waist is illegal. A ball that hits fixtures on the ceiling or the walls is out of bounds.

3. Set up progressive drills for the bump pass, providing as much repetition as possible:

A student takes a ball and practices bumping (blocking off the forearm) to himself. He bumps to the wall, bumping back what the wall returns. He receives a toss from somebody and bumps the ball back to the passer in the direction of the wall A group circle is made, which tries to keep the ball alive by bumping it toward the middle.

4. Create some kind of contest to keep the enthusiasm high as students master the skill. Try the following questions:

Who can keep the ball up 5 times, 10 times, or more before allowing it to get out of control? Which circle can keep it up, legally, the most times before it hits the floor? Can anyone beat the best team of the class, which got [however many] bumps?

Review: Ask students why they should use a bump pass for balls coming below their waists.If they cannot control the height of the ball, review what rule might be broken.If the ball is not going up and it’s going straight ahead, discuss what adjustments should be made.

Session 2: Volleyball

Performance Goals

1. 6th grade students will learn an underhand serve. 7th grade students will get a choice of underhand or overhand serves and 8th grade students will learn the overhead serve.

2. All students will improve their bump passes and overhead sets or passes.

Cognitive Goals

1. Students will learn the strategy for sending an offensive serve onto the court.2. Students will learn the value of accurate skills.

Warm-Up

Students will:

1. Practice mimetics for the bump pass, setup pass, and overhead servewith steps, after they complete the jumps, push ups and situps on the white board. 2. Complete a wall volley in attendance lines

Motivation

Ask students if they watch highly competitive volleyball games. Now that they’re older, they want to put the ball in play so that it is even more difficult for their opponents to return it. This lesson is about the overhead serve, or, in other words, the foundation for a spike. The overhead serve is the same motion with the feet on the ground. This serve is more difficult than the others because the ball is tossed. Hitting with two things movingthe arm and the ballis more difficult than hitting with one thing moving.

Lesson Sequence

1. Teach and demonstrate the overhead serve, to 7th and 8th grade students. 6th grade will concentrate on underhand serves only

2. Using every ball, with students on each side of court, have them practice the overhead serve

Interrupt the class to remind everyone of the boundary lines. Interrupt to remind them of foot faults.

3. Have students get in teams and practice a circle volley on a half-court:

Ask them to tell you when they have kept the ball up 10 times. Then they should go for 15 timesand they’re ready for a game.

4. Have students play practice games, and encourage the following:

The use of the overhead serve A high bump pass to the center of the court Using a second passa set

Review

Review the motion and point of contact of the ball for the overhead and underhand serve.

Assessment: To be completed throughout the Volleyball unit

Volleyball Performance Assessment Rubric

Student Name _____________________________________________

0 3 4 5

Serve No effort Puts opposite foot forward Puts the ball in play Legally serves in the game Uses correct arm motion Contacts the ball in front

Bump pass No effort Uses proper arm position Is able to direct the ball Moves to the ball Keeps knees bent upward Keeps the ball on the Does a proper follow-through same side of the court

Setup pass No effort Uses proper hand position Directs the ball upward Moves eyes under the ball Keeps knees bent Has high arch Does a proper follow-through Ball reaches its destination

Tip-over No effort Maintains stance on contact Is able to direct the ball backward Ball passes over the net with the ball Makes an effort to clear the ball Does a proper follow-through over the net

Teamwork No effort Keeps eye on the ball Rotates properly Avoids touching the netand during play Covers the ball in own zone Plays within the rulessporting Gets to the court on time Makes an effort to improve Covers balls inside the

behavior Gets along with teammates weaknesses court

TOPBrandon Valley Middle School Physical Education


1-8: Monday: 1-9: Tuesday: 1-10: Wednesday: 1-11: Thursday: Encore Meeting1-12: Friday: Common’s duty @ 7:45 END OF SEMESTER – 2ND QUARTER GRADES DUEBEST – Next Teacher’s Meeting: January 15th Next Coaches Meeting: February 2nd

Next Conference Date: Tuesday, February 6th State Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.

Lesson Focus: Volleyball

Performance Goals

1. Students will learn how to spike.

2. Students will improve their set, improve their underhand or overhand serves and play a game.

Cognitive goals

1. Students will learn how angles affect spiking success

2. Students will learn the rules around the net.

a. No touching the net

b. No centerline violation

c. Simultaneous tap/block

Warm-Up

1. Students will complete and finish warm up on white board.2. Students will practice their serve, bump pass, set, serve and steps with a spike or tip over.


Motivation

Tell students that they have been working up to learning to spike for a long time now, and today is the day. If a player is small, her margin of error shrinks. Unless he times hir jump just right and is behind the ball on the jump, he will not hit a successful spike. Tall players have a greater margin of error. For short players, poor timing or positioning can turn a spike into an offensive volley or a wild shot. Everyone should try anyway and then learn who will be the great spikers of the group.

Lesson Sequence

Start lesson with reading to class a

1. Teach and demonstrate the spike2. Set up the smallest groups possible to guarantee the most repetition possible:

The player tosses, the spiker spikes, the retriever retrieves under the net. Students rotate after two tries. This practice continues until the lines have gone three or four times.

3. After everyone gets a turn to be successful in their spiking efforts (this could be an offensive volley for shorter students), do the following:

Gather them together and go over the rules involved:

No touching the netNo centerline violation

Have them try to spike again, avoiding infractions of the rules.

4. Have students practice tapping in their circlesthe circle volle 5. Instruct them to play practice games, continuing to encourage

the use of the overhead serve; a high bump pass to the center of the court; using a second passa set; and a third tap, either an offensive volley or a spike.

Review

Ask the class if anyone was able to spike during a game.Ask students if they got a set from their teammate or if it was a friendly mistake of their opponent that got the ball up there for a spike.

Assessment

Observe students, noting each one’s strengths and weaknesses.Use weaknesses for planning the next lesson.Use strengths to help plan how to divide the class into teams.

Second Session

Performance Goals

1. Students will practice setting to a target

2. Students will practice spiking.

3. Students will practice serving

4. Students will play a game of volleyball

Cognitive Goals

1. Students will learn that they need good footwork and timing to have a successful spike, or tap.

2. Students will learn that a team should try to set to its spikers during a game

3. students will learn that getting off their feet and meeting a ball above the net is a good offensive strategy even if a hard spike is not the result.

4. Students will learn rally scoring.

Warm-Up

1. Students will finish or complete warm up on board.2. Students will practice the bump pass, set and serve.3. Students will practice a spike or tap vs. a teammate attempting to block the spike or tap

Doing the arm motions for the spikepracticing it five times

Taking a step to a spot on the ground, jumping, and, at the height of the jump, using the spiking more Repeating several times until movement and motion are small Checking the spot where they landedis it the same one they took off from?

Motivation

In this lesson, students will take part of the time to practice using the set so that the spikers on the team can move to the ball, jump, and spike. Tell the students it would be a shame if, once the game starts, their own team is unable to set to its spikers. Announce that you are going to present the tournament teams in the next class.

Lesson Sequence

1. Teach the point of aim for the setter. 2. Set up the smallest groups possible to guarantee the most repetition possible:

A player tosses to himself and sets to the spiker, with the retriever on the other side. They rotate after two tries. This practice continues until the lines have gone three or four times.

3. Have students play practice games, continuing to encourage

the use of the overhead or underhand serve; a high bump pass to the center of the court; using a second passa set; and a third tap, either an offensive volley or a spike.

Review

Ask students how many sets were convertible to a spike in the class.Ask if that number was more than in the last class.

Assessment: To be completed throughout the Volleyball unit

Volleyball Performance Assessment Rubric – Volleyball Skill Test

Student Name _____________________________________________

0 3 4 5

Serve No effort Puts opposite foot forward Puts the ball in play Legally serves in the game Uses correct arm motion Contacts the ball in front

Bump pass No effort Uses proper arm position Is able to direct the ball Moves to the ball Keeps knees bent upward Keeps the ball on the Does a proper follow-through same side of the court

Setup pass No effort Uses proper hand position Directs the ball upward Moves eyes under the ball Keeps knees bent Has high arch Does a proper follow-through Ball reaches its destination

Tip-over No effort Maintains stance on contact Is able to direct the ball backward Ball passes over the net with the ball Makes an effort to clear the ball Does a proper follow-through over the net

Teamwork No effort Keeps eye on the ball Rotates properly Avoids touching the netand during play Covers the ball in own zone Plays within the rulessporting Gets to the court on time Makes an effort to improve Covers balls inside thebehavior Gets along with teammates weaknesses court

TOP


January 15th – 19th


1-15: Monday: No School – Teacher’s Meeting – Teacher Inservice1-16: Tuesday: 1ST DAY OF 2ND SEMESTER AND 3RD QUARTER1-17: Wednesday: 1-18: Thursday: Encore Meeting1-19: Friday: Common’s duty @ 7:45 DISMISS TO RAPID CITY @ 7:30AM – NEED SUB FOR ENTIRE DAY BEST – Next Teacher’s Meeting: January 15th Next Coaches Meeting: February 2nd


Lesson Focus: Volleyball

Performance Goals

1. Students will practice setting to a target.2. Students will practice spiking.3. Students will play a game or play an offensive game of volleyball

Cognitive Goals

1. Students will learn that they need good footwork, timing and a great pass from your teammate to have a successful spike


3. Students will learn that getting off their feet and meeting a ball above the net is a good offensive strategy even if a hard spike is not the result.

4. Students will learn the difference between rally scoring and scoring for a 5th and deciding game.

Warm-Up

Students will:

1. Perform warm up on board. 2. Practice 3 on 3 set, spike and block drill from last week 3. Skip warm up on second session of class and perform 9 minute timed run.

Lesson Sequence


A player tosses to himself and sets to the spiker, with the blocker on the other side. They rotate after 1 try. This practice continues until the lines have gone many times.

3. Have students play practice games, continuing to encourage.

A high bump pass to the center of the court Server must say score before serving Using a second passa set; and A third tap, either an offensive volley or a spike.

Assessment

Observe each student for abilities and learning difficulties. Provide individual coaching help, making sure not to overlook the successful students.

Teacher Homework

Divide the students into teams that are equalboys to girls, spikers, setters, and good athletes. Teams will change by the week.

TOP


January 22nd – 26th 1-22: Monday: No School – Teacher’s Meeting – Teacher Inservice1-23: Tuesday: 1-24: Wednesday: 1-25: Thursday: Encore Meeting1-26: Friday: Common’s duty @ 7:45 - BEST – Next Teacher’s Meeting: February 12th Next Coaches Meeting: February 2nd


Lesson Focus: Volley ball

Performance Goals


1. Students will practice setting to a target.2. Students will practice spiking.3. Students will play a game or play an offensive game of volleyball4. Students will complete a 9 minute timed run.

Cognitive Goals

1. Students will learn that they need good footwork, timing and a great pass from your teammate to have a successful spike


3. Students will learn that getting off their feet and meeting a ball above the net is a good offensive strategy even if a hard spike is not the result.

4. Students will learn the difference between rally scoring and scoring for a 5th and deciding game.

Warm-Up

Students will:

1. Perform warm up on board, or complete a nine minute timed run 2. Practice 3 on 3 set, spike and block drill from last week 3. Skip warm up on second session of class and perform 9 minute timed run.

Lesson Sequence


A player tosses to himself and sets to the spiker, with the blocker on the other side. They rotate after 1 try. This practice continues until the lines have gone many times.

3. Have students play practice games, continuing to encourage. A high bump pass to the center of the court Server must say score before serving Using a second passa set; and A third tap, either an offensive volley or a spike.

TOP



January 29th – February 2nd 1-29: Monday: 1-30: Tuesday: 1-31: Wednesday: 2-1: Thursday: Encore Meeting2-2: Friday: Common’s duty @ 7:45 – Coaches Meeting @ HS 7:30am in room 118 BEST – Next Teacher’s Meeting: February 12th Next Coaches Meeting: February 2nd


Lesson Focus: Volleyball Performance Goals

1. Students will play more than one game a period, and complete class round robin by end of the week2. Students will particiate in volleyball serving and passing test throughout week.3. If time allows each class will take a jump rope test during the second session of the week vs. a class warm up

Cognitive Goals

1. Students will learn to value and maintain good sporting behavior.2. Students will explore other strategies during their matches Doing the unexpectedlook like spiking, but hit soft Changing the direction of the hit Sending the ball deep Hitting to the weak player on the other side of the court

Lesson Sequence

1. Explain the strategy of the day. 2. Explain and post the grading standards. 3. Have students practice on their assigned court before the round begins. 4. Have them play their scheduled rounds.

Review

Call the students’ attention to the posted performance assessment rubric, if they haven’t already noticed it. Tell them you will be grading them on it. And remind them that when the tournament is over, there will be a quiz

Assessment

Grades will be based on the level reached in the performance rubric. The rubric was listed in Week #20 lesson plan


February 5th – 9th 2-5: Monday: HS-Elementary Conferences – Early dismissal @ 1:10pm2-6: Tuesday: MS conferences – Early dismissal @ 1:10pm2-7: Wednesday: 2-8: Thursday: Encore Meeting2-9: Friday: Common’s duty @ 7:45 - Dismiss to Aberdeen @ 11:35am BEST – Next Teacher’s Meeting: February 12th Next Coaches Meeting: April 5th Next Conference Date: Tuesday, February 6th State Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.

Lesson Focus: Volleyball and Jump Rope Tests Performance Goals:

1. Each student will skip all warm ups during the first session to compete in jump rope test.

2. Students will compete in their last volleyball game of the class Cognitive Goals

1. Each student will evaluate their understanding of the game via feedback from the volleyball game and the opposing viewpoints written assignment. a. All students will get one week to turn in written volleyball assignment.

Warm up:

1. Students will skip warm up during 1st session to complete jump rope tests.

2. Student’s will complete all pushups, situps and jumps on white board. Lesson Sequence:

1. Take jump ropes tests (6 different jumps for 30 seconds long).2. Distribute written assignment with reading directions3. Assign teams to court for last volleyball games of the unit.4. Pay personal compliments for play, improvement, assists, spikes, sporting

behavior, leadership and so on.5. 8th grade classes may choose teams based on playing with their friends or

match against an opponent of their choice.

TOPBrandon Valley Middle School Physical Education


2-12: Monday: 7:30AM Teacher’s Meeting 2-13: Tuesday: 2-14: Wednesday: 2-15: Thursday: Encore Meeting2-16: Friday: NO SCHOOL BEST – Next Teacher’s Meeting: March 26th Next Coaches Meeting: April 5th State Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.

Lesson Focus: Dance Performance Goals: 1. Students will learn instructions for dances performed from all grade levels a. 6th grade - square dance b. 7th grade - Jump bands and tinikling c. 8th grade - jitterbug 2. Students will learn and perform many dance moves and be able to follow directions 3. Students will perform proper footwork by verbal cue. Cognitive Goals: 1. Students will able to recognize dance by the music being played 2. Students will show respect and set a strong model for others in class. 3. Students will increase their dance vocabulary throughout the unit.


Warm up: 1. Students will compete warm up or retest past skill tests 2. Any students who missed skill tests in the last two weeks may make up test during warm up period. Lesson Sequence: HAND OUT OPPOSING VIEWPOINTS WORKSHEET. READING STRATEGY SHEET DUE WITHIN ONE WEEK. TURN IN OPPOSING VIEWPOINT SHEETS. MANY CLASSES RECEIVED THIS LAST WEEK. 1. Begin square dance with 6th graders. a. Honor your partner, join hands, circle, swing, grand right and left. 2. Begin jump bands. a. History, basic steps, singles, doubles and turns. 3. Jitterbug. a. Respect, basic dance steps and position. TOP


February 19th – 23rd 2-19: Monday: NO SCHOOL2-20: Tuesday: 2-21: Wednesday: 2-22: Thursday: Encore Meeting2-23: Friday: Common’s Duty 7:45am BEST – Next Teacher’s Meeting: March 26th Next Coaches Meeting: April 5th State Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.

Lesson Focus: Dance Performance Goals: 1. Students will learn instructions for dances performed from all grade levels a. 6th grade - square dance b. 7th grade - Jitterbug, Jump bands and tinikling


c. 8th grade - Jitterbug 2. Students will learn and perform many dance moves and be able to follow directions 3. Students will perform proper footwork by verbal cue. Cognitive Goals: 1. Students will able to recognize dance by the music being played 2. Students will show respect and set a strong model for others in class. 3. Students will increase their dance vocabulary throughout the unit. Warm up: 1. Students will complete warm up or retest past skill tests 2. Any students who missed skill tests in the last two weeks may make up test during warm up period. Lesson Sequence: Opposing View point sheets were handed out to classes over the last 2 weeks. Most classes have turned them in already. The remaining classes will turn them in this week. TURN IN OPPOSING VIEWPOINT SHEETS. MANY CLASSES RECEIVED THIS LAST WEEK.Late assignments will be accepted this week. After week #26 (February 20th-23rd) no credit will be given to late assignments. 1. Continue square dance with 6th graders. a. Review what we've learned. b. Honor your partner, join hands, circle, swing, grand right and left. c. Grand right and left, allemande left into a right and left grand, promenade d. Ladies chain, right and left hand stars 2. Jump bands. a. History, basic steps, singles, doubles and turns. 3. Jitterbug. a. Respect, basic dance steps and position. b. Transition steps c. Slide d. Pretzel e. Dance to a 6 minute song TOP


February 26th – March 2nd 2-26: Monday: 2-27: Tuesday: 2-28: Wednesday:


3-1: Thursday: Encore Meeting3-2: Friday: Common’s Duty 7:45am - Physical Education Budget DueBEST – Next Teacher’s Meeting: March 26th Next Coaches Meeting: April 5th State Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.

1. Students will learn instructions for dances performed from all grade levels a. 6th grade - square dance b. 7th grade - Jitterbug, Jump bands and tinikling c. 8th grade - Jitterbug 2. Students will learn and perform many dance moves and be able to follow directions 3. Students will perform proper footwork by verbal cue. Cognitive Goals: 1. Students will able to recognize dance by the music being played 2. Students will show respect and set a strong model for others in class. 3. Students will increase their dance vocabulary throughout the unit. Warm up: 1. Students will complete warm up or retest past skill tests 2. Any students who missed skill tests in the last two weeks may make up test during warm up period. Lesson Sequence: 1. Continue square dance with 6th graders. a. Review what we've learned. b. Honor your partner, join hands, circle, swing, grand right and left. c. Grand right and left, allemande left into a right and left grand, promenade d. Ladies chain, right and left hand stars e. Courteasey turns, Divide the ring f. Assessment - entire square dance without mistakes of calls 2. Jump bands. a. History, basic steps, singles, doubles and turns. 3. Jitterbug. a. Respect, basic dance steps and position. b. Transition steps c. Slide d. Pretzel

e. Dance to a 6 minute song f. Game day for classes that are complete in all steps and performance4. Gameday for classes that have completed dance skill tests will choose between a. Fitnessball game b. Team Soccer (indoor) c. Pilo Polo game TOP


March 5th – 9th 3-5: Monday: 3-6: Tuesday: 3-7: Wednesday: 3-8: Thursday: Encore Meeting3-9: Friday: Common’s Duty 7:45amEnd of 3rd Quarter is March 20th BEST – Next Teacher’s Meeting: March 26th Next Coaches Meeting: April 5th State Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.

LESSON FOCUS: DANCE AND FITNESS GAMES DANCE TO BE CONTINUED ONE MORE WEEK DUE TO WEATHER RELATED SCHOOL ABSENCES. 1. Students will learn instructions for dances performed from all grade levels a. 6th grade - square dance b. 7th grade - Jitterbug, Jump bands and tinikling c. 8th grade - Jitterbug 2. Students will learn and perform many dance moves and be able to follow directions 3. Students will perform proper footwork by verbal cue. Cognitive Goals: 1. Students will able to recognize dance by the music being played 2. Students will show respect and set a strong model for others in class. 3. Students will increase their dance vocabulary throughout the unit. Warm up: 1. Students will complete warm up or retest past skill tests


2. Any students who missed skill tests in the last two weeks may make up test during warm up period. Lesson Sequence: 1. Continue square dance with 6th graders. a. Review what we've learned. b. Honor your partner, join hands, circle, swing, grand right and left. c. Grand right and left, allemande left into a right and left grand, promenade d. Ladies chain, right and left hand stars e. Courteasey turns, Divide the ring f. Assessment - entire square dance without mistakes of calls 2. Jump bands. a. History, basic steps, singles, doubles and turns. 3. Jitterbug. a. Respect, basic dance steps and position. b. Transition steps c. Slide d. Pretzel e. Dance to a 6 minute song f. Game day for classes that are complete in all steps and performance4. Gameday for classes that have completed dance skill tests will choose between a. Fitnessball game b. Team Soccer (indoor) c. Pilo Polo game TOP


March 12TH - 16TH 3-12: Monday: TEACHER'S MEETING IN MEDIA CENTER @ 7:30AM3-13: Tuesday: 3-14: Wednesday: SUB IN PHYSICAL EDUCATION3-15: Thursday: SUB3-16: Friday: SUBBECAUSE OF SNOW DAYS END OF 3RD QUARTER IS NOW MOVED TO MARCH 26TH BEST – Next Teacher’s Meeting: March 26th Next Coaches Meeting: April 5th State Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.

Lesson Focus: Fitness Games and Target Heart Rate


Target Heart sheet will be handed out and explained during warm ups of Week #29. Target Heart Rate sheet is TO BE TURNED IN TO MR. DECKERT BY THE FIRST SESSION OF WEEK #30. Target Heart RateName:Class #:To calculate your target heart rate range, you need to know your AGE, RESTING HEART RATE (RTR), and your MAXIMUM HEART RANGE (MHR). To calculate your RHR, take your pulse for 6 seconds after resting quietly. Multiply the number of beats by 10. Write your RHR on the lines provided. To calculate your MHR, subtract your age from 220. Write your MHR on the line provided. RHR = MHR = 220 - = (Your age)

Now, use the your numbers to complete the following equation: A. - X 60% or (.60) = + = MHR RHR RHR B. - X 85% or (.85) = + = MHR RHR RHR The above two numbers are your Target Heart Range. When you exercise, your heart rate should fall into that range. If it is below the range, you are not working hard enough to gain cardiovascular endurance. If it is above the range, your are working too hard and you need to ease the intensity of your workout. Performance Goals:1. Students will take a resting pulse at the end of Target Heart Rate discussion.2. Students will do a 20 minute uninterrupted exercise that they will have done before A. 3 minute warm up B. Moderate activity for 3 minutes C. Vigorous activity for 8 minutes D. Moderate activity for 3 minutes E. Stretching for 3 minutes i. Students will take pulses before stretching and after stretching.

Cognitive Goals:1. Students will discuss the validity of fitness and its value to a good and healthy life.2. Students will examine their current fitness level and be reminded the difference between a resting pulse and a working pulse. Warm up:1. Warm up will be a discussion and work sheet on Target Heart Range.2. A 20 minute workout will follow the target heart range worksheet Lesson Sequence: 1. When students enter gym, have them sit adn come to a resting pulse during the review discussion.2. Take a resting pulse3. Begin an activity routine that will go uninterrupted for 20 minutes.4. Activity will include a 3 minute warm up, moderate activity, vigorous activity, moderate again, and a stretching activity, in that order.5. We will use activities that have already been learned in a form of a circuit.6. Pulse taken prior to stretching.7. Take pulse after stretching and have students not the number of beats.8. Take pulse after summary to see if it has returned to resting heart rate.9. 2nd Session of Week #30.10. Add 2 full court flag football games to the vigorous activity section of the workout.


March 19th – March 23rd 3-19: Monday: 3-20: Tuesday: END OF 3RD QUARTER3-21: Wednesday: 3-22: Thursday: 3-23: Friday: End of 3rd Quarter is March 20th BEST – Next Teacher’s Meeting: March 26th Next Coaches Meeting: April 5th State Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.

Lesson Focus: Fitness Games and Target Heart Rate Performance Goals: 1. All students will pair up and complete in a team "Pacer" run.2. All students will take resting heart rate before and after team pacer run.

Cognitive Goals:1. Provide students with opportunities to learn fitness concepts while participating in enjoyable activities that enhance their fitness level.2. Provide students with the opportunities to learn a fitness program that can keep them active for life. Warm up:Check board: 6 laps, 30 pushups, 25 jumps in Forward cross, Backward cross, run through forward cross, and run through backward cross. Lesson Sequence: 1. Turn in Target Heart Rate Sheets.2. Complete Target Heart rate sheets if any classes have not started them.3. Begin Team Pacer run4. 6th grade teams must complete 50 line5. 7th grade teams must complete 60 lines6. 8th grade teams must complete 70 lines7. Fitness stations if time allows in 2nd session TOP


March 26th – March 30th 3-26: Monday: 3-27: Tuesday: END OF 3RD QUARTER3-28: Wednesday: 3-29: Thursday: 3-30: Friday: BEST – Next Teacher’s Meeting: TODAY AT 7:30AM Next Coaches Meeting: April 5th State Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.

Lesson Focus: Fitness and Fitness Testing Here are some sites to give more infomation on Brandon Valley's FitnessGram Physical Fitness Testing 1. http://www.fitnessgram.net/home/ 2. http://www.cooperinst.org/ftginfo.asp#FITNESSGRAM

http://www.fitnessgram.net/home/


Performance Goals: 1. Physical Fitness Testing - The Fitness Gram Cognitive Goals: 1. Provide students with opportunities to learn fitness concepts while participating in enjoyable activities that enhance their fitness level.2. Provide students with the opportunities to learn a fitness program that can keep them active for life. What is the Fitness Gram??The Fitnessgram is designed to evaluate and educate students about the status of their physical fitness. 1. The Fitnessgram provides information on individual fitness level.2. The test items of the Fitnessgram include a. The Pacer - progressive aerobic cardiovascular endurance run. It is a multi-stage fitness test adapted from a 20 meter shuttle run test. It starts off easy and gets progressively more difficult. b. Curl - ups. c. Push ups. d. Back Flexibility or Trunk lift e. Back saver sit and reach.The Fitnessgram uses criterion referenced standards to evaluate fitness performance. These standards have been established to represend a level of fitness that offers some degree of protection against diseases, which result from sedentary living. Performance is classified in two general areas: "Needs Improvement" or "Healthy Fitness Zone". All students should strive to achieve the Healthy Fitness Zone. Warm up: There will be no warm up this week due to the Physical Fitness testing. Lesson Sequence: 1. All students will participate in all the of test of the FITNESSGRAM.2. All students will begin and finish testing of all items in the FITNESSGRAM TOP


April 2nd – April 6th 4-2: Monday: 4-3: Tuesday: 4-4: Wednesday: 4-5: Thursday: EARLY DISMISSAL – 7:30AM COACHES MEETING


4-6: Friday: NO SCHOOL4-7: SATURDAY: LYNX INVITEBEST – Next Teacher’s Meeting: Next Coaches Meeting: April 5th State Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.

Lesson Focus: Fitness and Fitness Testing Here are some sites to give more infomation on Brandon Valley's FitnessGram Physical Fitness Testing 1. http://www.fitnessgram.net/home/ 2. http://www.cooperinst.org/ftginfo.asp#FITNESSGRAM

The FITNESSGRAM Assessment

FITNESSGRAM is a health related physical fitness assessment. Each of the test items was selected to assess important aspects of a student's health related fitness, not skill or agility. Students are compared not to each other, but to health fitness standards, carefully established for each age and gender, that indicate good health. More information on the standards is available in the Reference Guide. Once the assessment has been done, the FITNESSGRAM report provides objective, personalized feedback and positive reinforcement which are vital to changing behavior and serve as a communications link between teachers and parents and students.

The FITNESSGRAM assessment includes items in following three areas of fitness.

Aerobic Capacity (select one)

The Pacer - a 20 meter progressive, multi-stage shuttle run set to music (the PACER is also available in a 15 meter distance)

One Mile Walk/Run Walk Test - available for secondary students

Body Composition (select one)

Percent Body Fat - calculated from triceps and calf skinfold measurements Body Mass Index - calculated from height and weight

Muscle Strength, Endurance, and Flexibility

Abdominal Strength Curl-up Test

http://www.cooperinst.org/ftgpict.asp

http://www.cooperinst.org/ftgrefintro.asp

http://www.fitnessgram.net/home/

Trunk Extensor Strength and Flexibility Trunk Lift

Upper Body Strength (select one) 90 degree Push-up Flexed Arm HangModified Pull-up

Flexibility (select one) Back-saver Sit-and-reach Shoulder Stretch

There will be no warm up this week due to the Physical Fitness testing. Lesson Sequence: 1. All students will participate in all the of test of the FITNESSGRAM.2. All students will begin and finish testing of all items in the FITNESSGRAM3. Make up all tests of Fitnessgram to students who were missing from school.4. Students may choose to retake any parts of the Fitnessgram to improve their score. TOP


April 9th – April 13th 4-9: Monday: NO SCHOOL4-10: Tuesday: 4-11: Wednesday: 4-12: Thursday: 4-13: Friday: BEST – Next Teacher’s Meeting: Next Coaches Meeting: State Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.

Lesson Focus: Softball - (Indoor Stick Ball) - Tennis Remaining time of Physical Education will be based much upon the weather. Plan A - Indoor will be whiffle ball or softball unit Plan B - Outdoor will be tennis Plan C - Outdoor will be softball. Performance Goals:1. Students will practice and improve their softball throws


http://tl2.html/

2. Students will practice and improve catching pop ups, grounders and line drives (depending on skill level).3. Students will practice running the bases and play a throw softball game if time allows. Cognitive Goals: 1. Students will review fielding skills, knowledge , and rules of softball or baseball.2. Students will understand the importance of catching and safety of others while playing catch. Warm up: 1. Students will run outside to area where we will practice.2. Students will play catch when they arrive.3. Jog bases, learn to tag the inside corner of bags and overrun first base TOP


April 16th – April 20th 4-16: Monday: 7:30am Teacher's Meeting4-17: Tuesday: 4-18: Wednesday: 7:30am Meeting w/ Mr. Pansch 4-19: Thursday: 7:30am meeting with 9th grade basketball team4-20: Friday: MS Spring FlingBEST – Next Teacher’s Meeting: Next Coaches Meeting: State Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.

Unit Overview

1. Provide each student with a racket and a ball at each class meeting. Keep everyone engaged in some aspect of playing tennis during each lesson.

2. Follow the lesson plans, which break down the following and focus on one concept per lesson:


Racket skillthe grip, forehand/backhand ground strokes, the serve, and forehand/backhand volley

Footworkthe waiting position, pivot, knee bend, forward and back, and side-to-side movement

Tennis terminologyfault, let, turn of service, love, set, deuce, and advantage in/out

The rules of service, receiving, and playing out a point

Scoring of a point, a game, a set, and a match

3. Teach the economics of tennis:

Cost of equipment

Public and private courts

Tennis History

Tennis dates back to the Stone Age. Then, humans used clubs to hit rocks back and forth. Later, the French modernized the game of tennis. The word “tennis” comes from the French word “tenez” which means “take it” or “play.” In 1913, an international conference in Paris was held and the International Lawn Tennis Federation was founded. In 1977, “lawn” was dropped from its name. Thus, today it is the International Tennis Federation.

Fun Facts

Tennis disappeared from the Olympic menu after the 1924 Paris games. However, it reappeared as a full-medal sport in the 1988 Seoul games.

The United States Tennis Association runs more than 200 national tournaments per year.

In 1999, 261,535 new players began playing tennis in the United States.

The Women’s Tennis Association prize money surpassed $45 million in 1999.

Total prize money from Wimbledon Championships has grown from $26,150 in 1968 to $7,595,330 in 1999.

Benefits of Playing

1. People can burn more calories per hour playing competitive tennis than playing volleyball, swimming, canoeing, hiking, playing softball, or golfing.

2. Tennis is good for the heart!

3. Tennis can help you improve your leg strength, balance, speed, and agility.

4. Tennis is great for hand-eye coordination.

5. Tennis is fun.

Name __________________________ Class _____________________

Student name: ____________________________________________

Is able to grip the racket

Can shift the racket face, footwork, and grip from forehand to backhand

Can consecutively meet a ball on the center of the strings while self-bouncing to the ground, the air, and against a wall

Can consecutively block a bounced forehand to a target 10 feet away

Can consecutively block a bounced backhand to a target 10 feet away

Understands the significance of boundaries and keeping the ball inside

Understands how one scores in tennis games, sets, and matches

Has learned the service toss and proper overhead service motion

Is able to follow tennis service rules

Is able to block a forehand or backhand volley

Can take a full backswing and follow-through without losing control

Can begin match play while self-directed and using the rules of tennis

Equipment

One tennis ball per person

One tennis racket per person

Performance Goals

1. Students will grip a tennis racket

2. Students will meet the ball on the center of the strings

3. Students will develop a firm wrist and forearm

4. Students will get and return their own equipment.

Cognitive Goals

1. Students will start developing concentration, and

2. Students will learn what a tennis error is.

Lesson Safety

Practicing partners should have a minimum of 20 feet between them and other students.

Warm-Up

1. Students will jog around the playing area while carrying a tennis racket in the waiting position

2. Students will move from left to right, with body facing net, using crossover stepsrepeat several times

3. Students will pivot to the right, step forward with the left foot while turning right, bring up the racket for the forehand, reverse directions and feet for a backhand, and end with the racket in the waiting positionrepeat several times

4. Complete stretches

Lesson Sequence

1. Before beginning any use of the tennis racket, teach court courtesy and safety rules.

2. Teach, demonstrate, and check the proper tennis grip for the forehand.

3. Teach, demonstrate, and allow practice of using the racket (with a forehand grip) to bounce the ball to the ground as shown in figure

Give the students a few minutes to do this.

Ask if anyone can keep it under control 10 times

4. Call students back in:

Demonstrate bouncing the ball to the ground using the center of the racket strings to meet the ball while keeping a forehand grip, then, without changing the grip, use the other side (upper side of the strings) to do the same in the air.

Ask if anyone is able to control the ball on this side of the strings 10 times.

5. After students practice and are able to control the ball off the racket, tapping 10 times to the ground and 10 times to the air, bring them to the wall

Demonstrate the same controlled bounces, now directed at the wall.

Have students begin from one arm’s length and racket distance away, using their forehand side.

Encourage the same moderation of just meeting and blocking the ball with a firm wristno swing at all. Aim to control 10 times, but don’t let students stay on this for more than a few minutes:

It is difficult if they do not stay close to the wall and use a simple block.

If they try to swing, there will be lots of wild balls and frustration.

6. With a student, demonstrate the following, Place a ball on the ground five feet from the student, then stand five feet from the ball, too. Using the same type of block, with a slight upward follow-through, meet the ball so it travels slightly upward and forward and drops to the target (the ball) on the ground. Ask your partner, on the ball’s rise, to block the ball back, making sure not to drop the racket head and not to hit it down, but to block it with a slight upward follow-through. Show the class how the two of you can reach out with your racket, get the strings behind the ball, and block it back after it bounces off the ground:

Demonstrate consecutive hits, counting each tap as you go.

Use a volley to block the ball when your practice partner hits the ball further than the target on the ground.

Allow the students to set up and practice the game.

7. Encourage consecutive contacts with a slight upward follow-through after each bounce, meeting the ball on the rise. If the partner loses control and hits the ball a little long, encourage using the volley to meet it and hit it back so the ball stays in play. Make it into a contest:

Who can get to 10 first?

Who can get the highest number of consecutive taps without an error?

Review

Ask if anyone can show the class a proper grip.

Ask what part of the racket should meet the ball, and whether the player’s eyes should see it meet.

Discuss which is bettera limp, dangling wrist and racket or a firm wrist and forearm with the racket head up.

Review where a right-handed player meets the ball for a forehandon the right or on the leftand where he meets a backhand.

Discuss whether it’s legal to allow the ball to bounce twice before hitting it.

Assessment

Observe each group’s ball control. If 90 percent of the class can control the ball in this close control drill for 10 consecutive taps, then the group is ready to move on to the next lesson. If not, repeat all aspects of this lesson, leaving the most time for the partner work.

TOP


April 23rd – April 27th 4-23: Monday: 4-24: Tuesday: 4-25: Wednesday: 4-26: Thursday: 4-27: Friday: LATE START – 2 HOUR PROFESSIONAL DEVELOPMENT BEST – Next Teacher’s Meeting: Next Coaches Meeting: State Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.

Performance Goals

1. Students will return to the waiting position after every contact with the ball


2. Students will meet the ball on the forehand or backhand side with a follow-through

3. Students will hit the ball over the net.

Cognitive Goals

1. Students will learn to deal with the obstacle of the net

2. Students will improve their concentration during a lesson.

Lesson Safety

For this drill, three couples, or a maximum of four, can work over the net at a time. They can only do this because the drill is close to the net, the target being only five feet from the net, and each partner is trying to hit the ball straight. If there is a lack of control, have the students continue on the first drill until they can maintain control over the net, since the crowded conditions require control for safety.

Warm-Up

Students will

1. Practice a wall volley, at racket length distance from the wall

2. Jog around the playing area with the tennis racket in the waiting position

3. Complete footwork drills

4. Practice tennis mimetics:

Practice forehand mimetics from the waiting position, pivoting right and stepping forward for the forehand, wrist firm, arm firm, follow-through up, and returning to the waiting positiondo it 10 times

Practice backhand mimeticsdo it 10 times

Motivation

Tell your students that, believe it or not, they have begun the building blocks of solid tennis play by adding a few things at a time. In this lesson, they will try to not only keep mastering control of the racket and the ball, but they also will learn to deal with the fact that the net is in the way.

Lesson Sequence

1. After warm-ups, begin with the racket/ball control drill

Ask students to count the consecutive taps when hitting the ball back and forth between each other.

Give them a goal:

In the previous class, they were aiming for 10; ask them to see if they can do better.

Let them know the highest score of a previous class and ask if they can beat it.

2. Demonstrate a drill very similar to the one they have been doing. This time their target is approximately 5 feet from the other side of a net, and their practice partner is 10 feet from the other side of the net and 5 feet from where the target is and where the ball is supposed to land

Place a ball five feet from the net on each side of the court (two balls are needed) so they become a target.

Line up five feet from the target. Align players to that when holding their rackets on the forehand side both rackets are string to string.

Begin rallying over the net, demonstrating how to block the ball as it rises from the bounce, so you’re hitting it back with little or no swing, and it lands near the ball on the other side, bouncing up so your partner can easily meet it with a forehand and return it. Rally forehand to forehand over the net, making sure to use the same controlled and steady swing, meeting the ball and following through (with no major backswing and no speed).

3. Send students out to practice over the net, allowing as many as four couples to share a net. After five minutes of practice, do the following:

Ask who has gotten five hits without an error. Allow more practice. Then ask who got 10 or more contacts.

Allow some more time, encouraging students to count on every hit.

Rotate the partners, reemphasizing the return to the waiting position after each contact.

4. Repeat the same procedure for the backhand side:

Ask who got 10 contacts or more.

Rotate the partners again.

5. Discuss why to return to the waiting position after every contact.

Review

Ask the class why it is important to return to the waiting position after each contact.

Ask who can show a proper follow-through, and why it should go up.

Review what direction the strings should be facing.

Discuss what happens if they face the sky, or if they face the ground.

Performance Goals

1. Students will play a modified game using real tennis scoring

2. Students will play the whole game within the defined boundary of the service box.

Cognitive Goals

1. Students will learn how the turn of service is determined;

2. Students will learn that a full game is served by one person until it is over

3. Students will learn tennis scoringlove, 15, 30, 40, game, deuce, and advantage in/out

4. Students will learn to be concerned for boundariesthat when someone hits the ball out, his opponent wins a point.

Warm-Up

Students will

1. Practice a wall volley at racket-length distance from the wall

2. Practice mimetics for the forehand and backhand, using footwork before the pivot turn

3. Use the short over-the-net control drill learned in the last lesson as a warm-up

Motivation

Scoring in tennis is like a foreign language. This is probably because the game developed in France. If someone calls out “40-love,” it would make no sense until you knew what it meant. Tell the class that “40-love” means the server is about to win and the receiver needs three points in a row just to tie the game. Talk about what scores mean and using this “special language” during the day’s games.

Lesson Sequence

1. Gather the students together and go over the following:

Scoring terminologylove, 15, 30, 40, game

How a tie is handleddeuce, advantage

Discuss these rules:

A point is won by someone, no matter who the server.

A server’s score is always called out first.

One person serves until the game is over.

A ball landing on any part of the line is good.

2. Assign each couple to play a control game in which the ball’s bounce is confined to the service box

Have them play point out, rallying back and forth until someone misses or the ball lands outside a boundary.

Use tennis scoring, making sure that when one tennis game is over, the server changes.

Allow as many games as there is time for.

3. If there is a couple waiting, have them wait by the box, helping to keep score for the people they watch. They should get to use the court and be ready to switch the minute one game is over.

4.Circulate, answering any questions about scoring that arise.

Students can practice the scoring used in tennis while completing control drills using two service boxes.

Review

Ask the class who is winning if the score is deuce.

If the score is 15-40, review whether it is the receiver or the server who is about to win.

Discuss if love is a winning score in tennis.

Ask students, if their opponent hits the ball and it lands half on the line and half off, whether it is good.

TOP


April 30th – May 4th 4-30: Monday: Booster Club Senior Supper5-1: Tuesday: 5-2: Wednesday: 5-3: Thursday: 5-4: Friday: BEST – Next Teacher’s Meeting: Next Coaches Meeting: State Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.

Facility

This lesson requires half the width of a court for every two players. Extra students must use the wall or practice volleying on the field.

Performance Goals

1. Students will play the full-length court using most tennis rules, with the following modifications:

- A service modification allows a regular drop-and-hit method of putting the ball into play.

- The serve will not be directed to the diagonal box.

- Their games must be played in half the width of the court.

Cognitive Goals

1. Students will learn the boundaries for the whole court.

2. Students will learn the following service rules:


The ball must be put into play from off the court.

The serve must land in the service box or on its lines, without touching the net.

The server is allowed a second serve if the first does not enter the box.

A serve that touches the net is called a let.

A double fault results in a point for the opponent.

Warm-Up

Students will

1. Pick up a racket and tennis ball and complete 2-3 laps around tennis facility.

2. Complete a short control drill over the net or in any space available

3. Practice mimetics of a full backswing with a pivot step for backhand and forehand

Motivation

One of the most frustrating parts of tennis, for new and old players, is that opponents can win games without ever doing anything at all. Tell students to imagine being able to play a great game once the ball gets put into play, but always losing their own service game because they cannot make the ball land in the correct service box. In this class, students will be using almost all the service rules of an official game while sticking to the skills they already have mastered on the short court. Invite them to use whatever method they choose for getting the ball over the net into play, because they have to make sure they can get the ball in the service box from off the court.

Lesson Sequence

1. Teach the service rules to be used:

The server must serve from off the court, behind the baseline.

The ball must land in the service box or on the line, or it is a fault.

The ball cannot touch the netwhen it is a let and when it is a fault.

Double faults lead to the opponent’s point.

Servers get two turns to serve before losing a point if they are not able to get the serve in the diagonal service box.

2. Teach students the courtesy of returning all the balls to the server, so the server always has two and an uninterrupted turn of service.

3. Plan for equitable court time for all players. If you have more players than courts, substitutes must be given some job: calling the faults, keeping score, or practicing against a close-by wall. (All court space is now being used since games are full court.)

4. Some classes may be ready for a skill test in tennis. Some may need more practice.

Review

Congratulate the class, and tell students they have done some great work playing a game in half the space used during normal singles play.

Ask if there are any questions.

Review what the score would be if a player cannot get the ball in the service box once or twice.

Discuss what happens if the serve touches the net and goes in the box, and if it doesn’t.

Ask students why they want at least two balls in their pockets when they serve.

Assessment

This lesson has developed the students’ abilities to control the ball. If the class is not in control, we may need to repeat past lessons. Playing a game in half the width of the court can be rewarding. It allows players more hits and a better opportunity to improve their skills, focus, and concentrationbut if students are not up to it, don’t do it.

Brandon Valley Middle School Physical Education

Week #37May 7th - 11th

5-7: Monday: Teacher's Meeting - 7:30am5-8: Tuesday: MS track Meet5-9: Wednesday: 5-10: Thursday: 5-11: Friday: BEST – Next Teacher’s Meeting: Next Coaches Meeting: State Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.

Lesson Focus: Tennis

Performance Goal

1, Students will play doubles.

Cognitive Goals

1. Students will learn what strategies there are for doubles and their rationale:

Hitting the ball down the middle unless one has an opening

Doubles is a game of angles

Avoid hitting to the other team’s net person

Poachingthe net player moves over to cut off a ball going to his partner and volleys the ball back onto the other court

learn some general ideas for responding to a returning shot down the middle that splits both players:

The forehand takes the shot.

The person who just played the ball is the one most natural to play the shot down the middle.

Warm-Up

Students will

1. Complete a control drill for volley and short game

2. Practice a rally from the baseline

3. Complete five practice serves

Lesson Sequence

1. Explain strategies:

Sometimes being steady and letting the opponent err is the way to win.

Going out and winning the game means placing opponents at a disadvantage or in a state of confusion:

Doubles strategies that create confusion include hitting the ball down the middle.

Strategies that place opponents at a disadvantage are poaching, using wide angles, and hitting the ball to the open spaces.

Strategies that avoid putting one’s own team at a disadvantage include

Not hitting the ball to the other team’s net person,

Letting the forehand take the shot down the middle, and

Covering one’s own zone on the court.

2. Assign students to their own courts and have them begin doubles play.

Review

Ask students how many hit a shot down the middle.

Ask how many anticipated the shot and prevented it from becoming a winner.

TOP


May 14th - 18th 5-14: Monday: 5-15: Tuesday: 5-16: Wednesday: 5-17: Thursday: 5-18: Friday: BEST – Sign up home room for Olympics and practiceNext Teacher’s Meeting: Next FallNext Coaches Meeting: State Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.

Lesson Focus: Tennis/Game Week/Clean out locker - locker room Double games Triples games


Tournament Play Locker Clean out TOP


May 21st – May 25th 5-21: Monday: 5-22: Tuesday: 5-23: Wednesday: LAST DAY FOR STUDENTS5-24: Thursday: LAST DAY FOR TEACHERS5-25: Friday: STATE TRACK MEET @ BRANDON VALLEY BEST – Next Teacher’s Meeting: Next Coaches Meeting: State Standards Covered: 1-5Standard 1: Students will develop competency in many movement forms and proficiency in a few movement forms. Standard 2: Students will analyze scientific concepts and principles to understand, evaluate, and enhance movement skill acquisition and performanceStandard 3: Students will participate in physical activity to achieve and maintain a health-enhancing level of physical fitness.Standard 4: Students will develop responsible and respectful personal and social behavior in physical activity settings.Standard 5: Students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, asocial interaction, and employment.

1. Game week. Prepare for Olympics 2. Clean out locker room - all lockers must be cleaned out by Monday, after school. 3. 7th - 8th grade classes walk to DQ for ice creamMONDAY NIGHT - EVERYTHING WILL BE TAKEN OUT OF LOCKERS AND PLACED IN LOST IN FOUND BY TUESDAY MORNING.


Documents

6th Grade Lesson Plans - Brent Deckertbd016.k12.sd.us/Deckert's Web page/6th Grade Lesson Plans... · Web viewDecember 20th – January 4th 6th Grade Lesson Plans - 6th grade meets