HPE lesson plan

HPE -  Micro Teaching Using TGFU Principles Presented by:
Grade:                                                                      Game Category/Sport:   Movement Skill:                                                       Strategy or Tactical Problem:
Backward Design Question 1: What will students learn? Curriculum Expectations: (List overall and specific expectations that you are addressing and assessing)   Learning Goals: (State learning goals in direct, explicit, student-friendly language) We are learning to:
Backward Design Question 2: How will we know students are learning? Assessment Opportunities:
Backward Design Question 3: How will assessment and instruction be organized for teaching and learning?
Time:	Before: Minds On (Establish a positive learning environment, connecting to prior learning or experiences, setting the context for learning e.g, can be a warm up, fitness blast or game specific warm up)	Materials
Time:	During: Action! (Introducing new learning or extending/reinforcing prior learning, providing opportunities for practice and application for learning) 1.    Game Form (sampling, representation and exaggeration, tactical complexity) 2.    Skill Execution (How to do it?) 3.    Skill Application and Culmination (transfer of knowledge)	Materials
Time:	After: Consolidation & Connection (Helping students demonstrate what they have learned, providing opportunities for consolidation and reflection)	Materials
Next Steps

Self Reflection

What parts of your lesson were successful in helping your students understand the Big Idea(s)?

What instructional decisions were successful in meeting the needs of all students?

Reflect on your planning and delivery of the lesson and record any changes/modifications that you might make as you continue move forward with lesson delivery.

HPE -  Micro Teaching Using TGFU Principles Presented by: W.Zacheja DESIGN- PLAY-> DISCUSS->REPLAY->DISUCSS->PRACTICE->PLAY/GAME or Variation
Grade:       2-8                                                                               Game Category/Sport:  NETWALL Movement Skill:                                                                           Strategy or Tactical Problem:                   Ready position Consistency Move your feet Setting up for Attacks Use the right amount of force Ready Position Play the object high or low enough Keep eye on object Follow through Face the target Put the object into space Fake Return the object quickly
Backward Design Question 1: What will students learn? Curriculum Expectations: (List overall and specific expectations that you are addressing and assessing) OVERALL EXPECTATIONS A1. participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that encourage lifelong participation in physical activity; A2. demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living; A3. demonstrate responsibility for their own safety and the safety of others as they participate in physical activities SPECIFIC EXPECATIONS A1.1 actively participate in a wide variety of program activities (e.g., lead-up games, recreational activities, fitness activities, dance), according to their capabilities, while applying behaviours that enhance their readiness and ability to take part A1.2 demonstrate an understanding of factors that contribute to their personal enjoyment of being active A1.3 describe factors that motivate them to participate in physical activity every day, at school and during leisure time, and that influence their choice of activities A3.1 demonstrate behaviours and apply procedures that maximize their safety and that of others during physical activity A3.2 describe appropriate methods for treating minor injuries that may occur while participating in physical activity OVERALL EXPECTATIONS B1. perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities; B2. apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities. SPECIFIC EXPECTATIONS By the end of Grade 6, students will: B1.1 perform smooth transfers of weight in relation to others and equipment in a variety of situations involving static and dynamic balance B1.2 perform a wide variety of locomotor movements, in combination, at different speeds, in different directions, and using different pathways, while moving around others and/or equipment B1.3 send and receive a variety of objects (e.g., rubber chickens, rings, beanbags, soft foam balls, discs, tennis balls, utility balls), adjusting for speed and distance, while applying basic principles of movement B1.4 retain objects in a variety of situations while travelling in different pathways and at different speeds in relation to others and equipment B2. Movement Strategies B2.1 demonstrate an understanding of the basic components of physical activities (e.g., movement skills, game structures, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as they participate in a variety of physical activities B2.2 describe common features of specific categories of physical activities B2.3 apply a variety of tactical solutions to increase their chances of success as they participate in physical activities Learning Goals: (State learning goals in direct, explicit, student-friendly language) We are learning to:
Backward Design Question 2: How will we know students are learning? Assessment Opportunities:  Self assessment Peer evaluation Teacher watch Skill specific tasks
Backward Design Question 3: How will assessment and instruction be organized for teaching and learning?
Time:	WARM UP: 1. Run lines. Knee highs, kick backs, hops, walking lunges, shuffle (others) Get students to sit in squads. Tell them this is not a race. START AS A TEAM END AS A TEAM. 2. Run laps in pairs from their squads.  Call out left/right hand down, jump, both hands down, shuffle face center/or away from center,  duck walk (full squat walk), lunges, spider man crawl, hops.	Materials
Time:	During: Action! (Introducing new learning or extending/reinforcing prior learning, providing opportunities for practice and application for learning) 1.    Play- 2.    Discuss- 3.    REPLAY- 4.    Discuss- 5.    Practice- 6.    Play-	Materials
Time:	After: Consolidation & Connection (Helping students demonstrate what they have learned, providing opportunities for consolidation and reflection)	Materials
Next Steps

Self Reflection

What parts of your lesson were successful in helping your students understand the Big Idea(s)?

What instructional decisions were successful in meeting the needs of all students?

Reflect on your planning and delivery of the lesson and record any changes/modifications that you might make as you continue move forward with lesson delivery.

HPE -  Micro Teaching Using TGFU Principles Presented by: W.Zacheja DESIGN- PLAY-> DISCUSS->REPLAY->DISUCSS->PRACTICE->PLAY/GAME or Variation
Grade:       2-8                                                                               Game Category/Sport:  NETWALL Movement Skill:                                                                           Strategy or Tactical Problem:                   Ready position Consistency Move your feet Setting up for Attacks Use the right amount of force Ready Position Play the object high or low enough Keep eye on object Follow through Face the target Put the object into space Fake Return the object quickly
Backward Design Question 1: What will students learn? Curriculum Expectations: (List overall and specific expectations that you are addressing and assessing) OVERALL EXPECTATIONS A1. participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that encourage lifelong participation in physical activity; A2. demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living; A3. demonstrate responsibility for their own safety and the safety of others as they participate in physical activities SPECIFIC EXPECATIONS A1.1 actively participate in a wide variety of program activities (e.g., lead-up games, recreational activities, fitness activities, dance), according to their capabilities, while applying behaviours that enhance their readiness and ability to take part A1.2 demonstrate an understanding of factors that contribute to their personal enjoyment of being active A1.3 describe factors that motivate them to participate in physical activity every day, at school and during leisure time, and that influence their choice of activities A3.1 demonstrate behaviours and apply procedures that maximize their safety and that of others during physical activity A3.2 describe appropriate methods for treating minor injuries that may occur while participating in physical activity OVERALL EXPECTATIONS B1. perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities; B2. apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities. SPECIFIC EXPECTATIONS By the end of Grade 6, students will: B1.1 perform smooth transfers of weight in relation to others and equipment in a variety of situations involving static and dynamic balance B1.2 perform a wide variety of locomotor movements, in combination, at different speeds, in different directions, and using different pathways, while moving around others and/or equipment B1.3 send and receive a variety of objects (e.g., rubber chickens, rings, beanbags, soft foam balls, discs, tennis balls, utility balls), adjusting for speed and distance, while applying basic principles of movement B1.4 retain objects in a variety of situations while travelling in different pathways and at different speeds in relation to others and equipment B2. Movement Strategies B2.1 demonstrate an understanding of the basic components of physical activities (e.g., movement skills, game structures, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as they participate in a variety of physical activities B2.2 describe common features of specific categories of physical activities B2.3 apply a variety of tactical solutions to increase their chances of success as they participate in physical activities Learning Goals: (State learning goals in direct, explicit, student-friendly language) We are learning to:
Backward Design Question 2: How will we know students are learning? Assessment Opportunities:  Self assessment Peer evaluation Teacher watch Skill specific tasks
Backward Design Question 3: How will assessment and instruction be organized for teaching and learning?
Time:  5	WARM UP: 1. Run lines. Knee highs, kick backs, hops, walking lunges, shuffle (others) Get students to sit in squads. Tell them this is not a race. START AS A TEAM END AS A TEAM. 2. Run laps in pairs from their squads.  Call out left/right hand down, jump, both hands down, shuffle face center/or away from center,  duck walk (full squat walk), lunges, spider man crawl, hops.	Materials  Pylons
Time: 20-25	During: Action! (Introducing new learning or extending/reinforcing prior learning, providing opportunities for practice and application for learning) Lesson – Consistency-Keep it up- Volleyball Warm up 5 min Play- Get into pairs and keep up the object. Have Gator balls, birdies, paddles, badminton racquets, and oversized volleyballs.  Remind people with racquets to be careful when playing around others. Call out 30 second challenge- how many times can you keep it up? Debrief- What made you successful? Eye on target, throw high enough, move your feet, ready position and follow through. Have Cards with skills ready so the students can hold up the signs. REPLAY- Replay the 30 second challenges. Debrief.  What is the key to your success on the second turn? Why were you unsuccessful on second turn? Mock game- Work with or against your partner to score a point. What is a point?  You decided as a team. Set space within the lines.	Materials 10-15- Gator balls 2- balloons 2 -Oversized volleyball
Time:  2	After: Consolidation & Connection (Helping students demonstrate what they have learned, providing opportunities for consolidation and reflection) Debrief- What skills worked well for you worked well for you?	Materials
Next Steps Wall bounce.

Self Reflection

What parts of your lesson were successful in helping your students understand the Big Idea(s)?

What instructional decisions were successful in meeting the needs of all students?

Reflect on your planning and delivery of the lesson and record any changes/modifications that you might make as you continue move forward with lesson delivery.

HPE -  Micro Teaching Using TGFU Principles Presented by: W.Zacheja DESIGN- PLAY-> DISCUSS->REPLAY->DISUCSS->PRACTICE->PLAY/GAME or Variation
Grade:       2-8                                                                               Game Category/Sport:  NETWALL Movement Skill:                                                                           Strategy or Tactical Problem:                   Ready position Consistency Move your feet Setting up for Attacks Use the right amount of force Ready Position Play the object high or low enough Keep eye on object Follow through Face the target Put the object into space Fake Return the object quickly
Backward Design Question 1: What will students learn? Curriculum Expectations: (List overall and specific expectations that you are addressing and assessing) OVERALL EXPECTATIONS A1. participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that encourage lifelong participation in physical activity; A2. demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living; A3. demonstrate responsibility for their own safety and the safety of others as they participate in physical activities SPECIFIC EXPECATIONS A1.1 actively participate in a wide variety of program activities (e.g., lead-up games, recreational activities, fitness activities, dance), according to their capabilities, while applying behaviours that enhance their readiness and ability to take part A1.2 demonstrate an understanding of factors that contribute to their personal enjoyment of being active A1.3 describe factors that motivate them to participate in physical activity every day, at school and during leisure time, and that influence their choice of activities A3.1 demonstrate behaviours and apply procedures that maximize their safety and that of others during physical activity A3.2 describe appropriate methods for treating minor injuries that may occur while participating in physical activity OVERALL EXPECTATIONS B1. perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities; B2. apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities. SPECIFIC EXPECTATIONS By the end of Grade 6, students will: B1.1 perform smooth transfers of weight in relation to others and equipment in a variety of situations involving static and dynamic balance B1.2 perform a wide variety of locomotor movements, in combination, at different speeds, in different directions, and using different pathways, while moving around others and/or equipment B1.3 send and receive a variety of objects (e.g., rubber chickens, rings, beanbags, soft foam balls, discs, tennis balls, utility balls), adjusting for speed and distance, while applying basic principles of movement B1.4 retain objects in a variety of situations while travelling in different pathways and at different speeds in relation to others and equipment B2. Movement Strategies B2.1 demonstrate an understanding of the basic components of physical activities (e.g., movement skills, game structures, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as they participate in a variety of physical activities B2.2 describe common features of specific categories of physical activities B2.3 apply a variety of tactical solutions to increase their chances of success as they participate in physical activities Learning Goals: (State learning goals in direct, explicit, student-friendly language) We are learning to:
Backward Design Question 2: How will we know students are learning? Assessment Opportunities:  Self assessment Peer evaluation Teacher watch Skill specific tasks
Backward Design Question 3: How will assessment and instruction be organized for teaching and learning?
Time:  5	WARM UP: 1. Run lines. Knee highs, kick backs, hops, walking lunges, shuffle (others) Get students to sit in squads. Tell them this is not a race. START AS A TEAM END AS A TEAM. 2. Run laps in pairs from their squads.  Call out left/right hand down, jump, both hands down, shuffle face center/or away from center,  duck walk (full squat walk), lunges, spider man crawl, hops.	Materials  Pylons
Time: 20-25	During: Action! (Introducing new learning or extending/reinforcing prior learning, providing opportunities for practice and application for learning) Lesson - Consistency- Wall bounce. Warm up 5 min. Play- Silently get into pairs in your squads. If you are left over you may pick any group you would like.  Get a piece of equipment Gator balls, birdies, paddles, badminton racquets, and oversized volleyballs. Task is to keep up the ball but it must bounce off the wall. 30 Second challenge keep up as many times as possible. Debrief- What makes you successful at the task? Face target, eye on the target, right amount of force, move your feet, ready position. REPLAY- 30 Second challenge again. Beat your old score. Debrief-Why were you more or less successful? Play- Work with or against your partner to score a point. What is a point?  You decided as a team. BIG rule must hit the wall. Give 30 seconds again (don’t time them) and then make the new rule. Make you partner move as much as possible. GO!! Debrief- How did you make your partner to move – Fake, place into space, move feet ready position.	Materials 25- Gator balls 2 -Oversized volleyball Pylons 4 Paddles 2 Paddle balls Volleyball cage
Time:  2	After: Consolidation & Connection (Helping students demonstrate what they have learned, providing opportunities for consolidation and reflection) Debrief- What worked well for you when using the serve.	Materials
Next Steps Work towards volley or bump or getting ready for net.

Self Reflection

What parts of your lesson were successful in helping your students understand the Big Idea(s)?

What instructional decisions were successful in meeting the needs of all students?

Reflect on your planning and delivery of the lesson and record any changes/modifications that you might make as you continue move forward with lesson delivery.

HPE -  Micro Teaching Using TGFU Principles Presented by: W.Zacheja DESIGN- PLAY-> DISCUSS->REPLAY->DISUCSS->PRACTICE->PLAY/GAME or Variation
Grade:       2-8                                                                               Game Category/Sport:  NETWALL Movement Skill:                                                                           Strategy or Tactical Problem:                   Ready position Consistency Move your feet Setting up for Attacks Use the right amount of force Ready Position Play the object high or low enough Keep eye on object Follow through Face the target Put the object into space Fake Return the object quickly
Backward Design Question 1: What will students learn? Curriculum Expectations: (List overall and specific expectations that you are addressing and assessing) OVERALL EXPECTATIONS A1. participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that encourage lifelong participation in physical activity; A2. demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living; A3. demonstrate responsibility for their own safety and the safety of others as they participate in physical activities SPECIFIC EXPECATIONS A1.1 actively participate in a wide variety of program activities (e.g., lead-up games, recreational activities, fitness activities, dance), according to their capabilities, while applying behaviours that enhance their readiness and ability to take part A1.2 demonstrate an understanding of factors that contribute to their personal enjoyment of being active A1.3 describe factors that motivate them to participate in physical activity every day, at school and during leisure time, and that influence their choice of activities A3.1 demonstrate behaviours and apply procedures that maximize their safety and that of others during physical activity A3.2 describe appropriate methods for treating minor injuries that may occur while participating in physical activity OVERALL EXPECTATIONS B1. perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities; B2. apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities. SPECIFIC EXPECTATIONS By the end of Grade 6, students will: B1.1 perform smooth transfers of weight in relation to others and equipment in a variety of situations involving static and dynamic balance B1.2 perform a wide variety of locomotor movements, in combination, at different speeds, in different directions, and using different pathways, while moving around others and/or equipment B1.3 send and receive a variety of objects (e.g., rubber chickens, rings, beanbags, soft foam balls, discs, tennis balls, utility balls), adjusting for speed and distance, while applying basic principles of movement B1.4 retain objects in a variety of situations while travelling in different pathways and at different speeds in relation to others and equipment B2. Movement Strategies B2.1 demonstrate an understanding of the basic components of physical activities (e.g., movement skills, game structures, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as they participate in a variety of physical activities B2.2 describe common features of specific categories of physical activities B2.3 apply a variety of tactical solutions to increase their chances of success as they participate in physical activities Learning Goals: (State learning goals in direct, explicit, student-friendly language) We are learning to:
Backward Design Question 2: How will we know students are learning? Assessment Opportunities:  Self assessment Peer evaluation Teacher watch Skill specific tasks
Backward Design Question 3: How will assessment and instruction be organized for teaching and learning?
Time:  5	WARM UP: 1. Run lines. Knee highs, kick backs, hops, walking lunges, shuffle (others) Get students to sit in squads. Tell them this is not a race. START AS A TEAM END AS A TEAM. 2. Run laps in pairs from their squads.  Call out left/right hand down, jump, both hands down, shuffle face center/or away from center,  duck walk (full squat walk), lunges, spider man crawl, hops.	Materials  Pylons
Time: 20-25	During: Action! (Introducing new learning or extending/reinforcing prior learning, providing opportunities for practice and application for learning) Lesson - Setting up for Attack-Serve it up- Volleyball need to know 3. Warm up 5 min Play- Using paddles or hands hit object over badminton nets and get into the hula hoops. Each side gets a chance. See how many attempts it takes you. Discuss-Face, target, follow through, eyes on target. CLASS DEMO- Show underhand serve  Ball in one hand holding at belly button level. Rock back and as you do swing your striking arm back Eye on the ball. Strike and follow through. Technique- Find a spot on the wall with a partner 5 serves and partner catch then switch and try to hit that spot. Bring back to center. Pick A line and B line from partners.  Replay. Hula hoop game.	Materials 25- Gator balls 2 -Oversized volleyball Pylons 4 Paddles 2 Paddle balls Volleyball cage
Time:  2	After: Consolidation & Connection (Helping students demonstrate what they have learned, providing opportunities for consolidation and reflection) Debrief- What worked well for you when using the serve.	Materials
Next Steps Work towards volley or bump or getting ready for net.

Self Reflection

What parts of your lesson were successful in helping your students understand the Big Idea(s)?

What instructional decisions were successful in meeting the needs of all students?

Reflect on your planning and delivery of the lesson and record any changes/modifications that you might make as you continue move forward with lesson delivery.

HPE -  Micro Teaching Using TGFU Principles Presented by: W.Zacheja DESIGN- PLAY-> DISCUSS->REPLAY->DISUCSS->PRACTICE->PLAY/GAME or Variation
Grade:       2-8                                                                               Game Category/Sport:  NETWALL Movement Skill:                                                                           Strategy or Tactical Problem:                   Ready position Consistency Move your feet Setting up for Attacks Use the right amount of force Ready Position Play the object high or low enough Keep eye on object Follow through Face the target Put the object into space Fake Return the object quickly
Backward Design Question 1: What will students learn? Curriculum Expectations: (List overall and specific expectations that you are addressing and assessing) OVERALL EXPECTATIONS A1. participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that encourage lifelong participation in physical activity; A2. demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living; A3. demonstrate responsibility for their own safety and the safety of others as they participate in physical activities SPECIFIC EXPECATIONS A1.1 actively participate in a wide variety of program activities (e.g., lead-up games, recreational activities, fitness activities, dance), according to their capabilities, while applying behaviours that enhance their readiness and ability to take part A1.2 demonstrate an understanding of factors that contribute to their personal enjoyment of being active A1.3 describe factors that motivate them to participate in physical activity every day, at school and during leisure time, and that influence their choice of activities A3.1 demonstrate behaviours and apply procedures that maximize their safety and that of others during physical activity A3.2 describe appropriate methods for treating minor injuries that may occur while participating in physical activity OVERALL EXPECTATIONS B1. perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities; B2. apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities. SPECIFIC EXPECTATIONS By the end of Grade 6, students will: B1.1 perform smooth transfers of weight in relation to others and equipment in a variety of situations involving static and dynamic balance B1.2 perform a wide variety of locomotor movements, in combination, at different speeds, in different directions, and using different pathways, while moving around others and/or equipment B1.3 send and receive a variety of objects (e.g., rubber chickens, rings, beanbags, soft foam balls, discs, tennis balls, utility balls), adjusting for speed and distance, while applying basic principles of movement B1.4 retain objects in a variety of situations while travelling in different pathways and at different speeds in relation to others and equipment B2. Movement Strategies B2.1 demonstrate an understanding of the basic components of physical activities (e.g., movement skills, game structures, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as they participate in a variety of physical activities B2.2 describe common features of specific categories of physical activities B2.3 apply a variety of tactical solutions to increase their chances of success as they participate in physical activities Learning Goals: (State learning goals in direct, explicit, student-friendly language) We are learning to:
Backward Design Question 2: How will we know students are learning? Assessment Opportunities:  Self assessment Peer evaluation Teacher watch Skill specific tasks
Backward Design Question 3: How will assessment and instruction be organized for teaching and learning?
Time:  5	WARM UP: 1. Run lines. Knee highs, kick backs, hops, walking lunges, shuffle (others) Get students to sit in squads. Tell them this is not a race. START AS A TEAM END AS A TEAM. 2. Run laps in pairs from their squads.  Call out left/right hand down, jump, both hands down, shuffle face center/or away from center,  duck walk (full squat walk), lunges, spider man crawl, hops.	Materials  Pylons
Time: 20-25	During: Action! (Introducing new learning or extending/reinforcing prior learning, providing opportunities for practice and application for learning) Lesson – Setting up for Attack-Over the top- Volleyball 2 Warm up Play- partners keep it up using two hands over your head and a wall with your partner. How many times can you complete the task in 30 sec? Debrief- Practice- DEMO volleying. With partner in area pass back and forth using volley method. Window with hands with eye on the target. Arms come down and push with right amount of force and follow though. REPLAY- Game-Over the top. Get into six’s. One team on the line. Volley over the center teams head. Score a point on the other side.  Game up to 3 or 1 min and switch people in center and one side. For younger kids teacher calls switch. If the “net” people catch the ball you switch immediately. “Net” group must not leave the line selected. If they leave the line then no switch.	Materials 25- Gator balls 2 -Oversized volleyball Pylons Volleyball cage Remember 4 courts are 24 ppl
Time:  2	After: Consolidation & Connection (Helping students demonstrate what they have learned, providing opportunities for consolidation and reflection) Debrief- When you were at the net what skill did you use to catch the ball? When you were playing how did you	Materials
Next Steps Work towards volley or bump or getting ready for net.

Self Reflection

What parts of your lesson were successful in helping your students understand the Big Idea(s)?

What instructional decisions were successful in meeting the needs of all students?

Reflect on your planning and delivery of the lesson and record any changes/modifications that you might make as you continue move forward with lesson delivery.

HPE -  Micro Teaching Using TGFU Principles Presented by: W.Zacheja DESIGN- PLAY-> DISCUSS->REPLAY->DISUCSS->PRACTICE->PLAY/GAME or Variation
Grade:       2-8                                                                               Game Category/Sport:  NETWALL Movement Skill:                                                                           Strategy or Tactical Problem:                   Ready position Consistency Move your feet Setting up for Attacks Use the right amount of force Ready Position Play the object high or low enough Keep eye on object Follow through Face the target Put the object into space Fake Return the object quickly
Backward Design Question 1: What will students learn? Curriculum Expectations: (List overall and specific expectations that you are addressing and assessing) OVERALL EXPECTATIONS A1. participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that encourage lifelong participation in physical activity; A2. demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living; A3. demonstrate responsibility for their own safety and the safety of others as they participate in physical activities SPECIFIC EXPECATIONS A1.1 actively participate in a wide variety of program activities (e.g., lead-up games, recreational activities, fitness activities, dance), according to their capabilities, while applying behaviours that enhance their readiness and ability to take part A1.2 demonstrate an understanding of factors that contribute to their personal enjoyment of being active A1.3 describe factors that motivate them to participate in physical activity every day, at school and during leisure time, and that influence their choice of activities A3.1 demonstrate behaviours and apply procedures that maximize their safety and that of others during physical activity A3.2 describe appropriate methods for treating minor injuries that may occur while participating in physical activity OVERALL EXPECTATIONS B1. perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities; B2. apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities. SPECIFIC EXPECTATIONS By the end of Grade 6, students will: B1.1 perform smooth transfers of weight in relation to others and equipment in a variety of situations involving static and dynamic balance B1.2 perform a wide variety of locomotor movements, in combination, at different speeds, in different directions, and using different pathways, while moving around others and/or equipment B1.3 send and receive a variety of objects (e.g., rubber chickens, rings, beanbags, soft foam balls, discs, tennis balls, utility balls), adjusting for speed and distance, while applying basic principles of movement B1.4 retain objects in a variety of situations while travelling in different pathways and at different speeds in relation to others and equipment B2. Movement Strategies B2.1 demonstrate an understanding of the basic components of physical activities (e.g., movement skills, game structures, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as they participate in a variety of physical activities B2.2 describe common features of specific categories of physical activities B2.3 apply a variety of tactical solutions to increase their chances of success as they participate in physical activities Learning Goals: (State learning goals in direct, explicit, student-friendly language) We are learning to:
Backward Design Question 2: How will we know students are learning? Assessment Opportunities:  Self assessment Peer evaluation Teacher watch Skill specific tasks
Backward Design Question 3: How will assessment and instruction be organized for teaching and learning?
Time:  5	WARM UP: 1. Run lines. Knee highs, kick backs, hops, walking lunges, shuffle (others) Get students to sit in squads. Tell them this is not a race. START AS A TEAM END AS A TEAM. 2. Run laps in pairs from their squads.  Call out left/right hand down, jump, both hands down, shuffle face center/or away from center,  duck walk (full squat walk), lunges, spider man crawl, hops.	Materials  Pylons
Time: 20-25	During: Action! (Introducing new learning or extending/reinforcing prior learning, providing opportunities for practice and application for learning) Lesson - Consistency- Hit it!!- Bump- Volleyball 1 – 4 Warm up Play- With a partner grab 4 post-its (Or pick places on the wall) and place them on the wall in a space you will define with pylons. Task hit the targets as many times as you can with a under swing. Debrief-What skills do we need to hit the target? How can we be more consistent? Eye on target, follow though, right force, face target. Practice- DEMO bumping. Go step by step. Ready position, arms out, hands, swing. Different ways. Throw up and catch with forearm. Throw up and bump. Self throw and bump. Kids bump for 5 minutes in pairs or alone. Now retry- HIT IT. Get in pair within your squad. Demo Game- Hit it. Pick two spots on the wall and select a play space.  Find another set of people and you will either compete for highest Team score or work together to get a really high score.	Materials 25- Gator balls 2 -Oversized volleyball Pylons Volleyball cage
Time:  2	After: Consolidation & Connection (Helping students demonstrate what they have learned, providing opportunities for consolidation and reflection) Debrief- How do you succeed at bumping?	Materials
Next Steps Work towards volley or bump or getting ready for net.

Self Reflection

What parts of your lesson were successful in helping your students understand the Big Idea(s)?

What instructional decisions were successful in meeting the needs of all students?

Reflect on your planning and delivery of the lesson and record any changes/modifications that you might make as you continue move forward with lesson delivery.

HPE -  Micro Teaching Using TGFU Principles Presented by: W.Zacheja DESIGN- PLAY-> DISCUSS->REPLAY->DISUCSS->PRACTICE->PLAY/GAME or Variation
Grade:       2-8                                                                               Game Category/Sport:  NETWALL Movement Skill:                                                                           Strategy or Tactical Problem:                   Ready position Consistency Move your feet Setting up for Attacks Use the right amount of force Ready Position Play the object high or low enough Keep eye on object Follow through Face the target Put the object into space Fake Return the object quickly
Backward Design Question 1: What will students learn? Curriculum Expectations: (List overall and specific expectations that you are addressing and assessing) OVERALL EXPECTATIONS A1. participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that encourage lifelong participation in physical activity; A2. demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living; A3. demonstrate responsibility for their own safety and the safety of others as they participate in physical activities SPECIFIC EXPECATIONS A1.1 actively participate in a wide variety of program activities (e.g., lead-up games, recreational activities, fitness activities, dance), according to their capabilities, while applying behaviours that enhance their readiness and ability to take part A1.2 demonstrate an understanding of factors that contribute to their personal enjoyment of being active A1.3 describe factors that motivate them to participate in physical activity every day, at school and during leisure time, and that influence their choice of activities A3.1 demonstrate behaviours and apply procedures that maximize their safety and that of others during physical activity A3.2 describe appropriate methods for treating minor injuries that may occur while participating in physical activity OVERALL EXPECTATIONS B1. perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities; B2. apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities. SPECIFIC EXPECTATIONS By the end of Grade 6, students will: B1.1 perform smooth transfers of weight in relation to others and equipment in a variety of situations involving static and dynamic balance B1.2 perform a wide variety of locomotor movements, in combination, at different speeds, in different directions, and using different pathways, while moving around others and/or equipment B1.3 send and receive a variety of objects (e.g., rubber chickens, rings, beanbags, soft foam balls, discs, tennis balls, utility balls), adjusting for speed and distance, while applying basic principles of movement B1.4 retain objects in a variety of situations while travelling in different pathways and at different speeds in relation to others and equipment B2. Movement Strategies B2.1 demonstrate an understanding of the basic components of physical activities (e.g., movement skills, game structures, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as they participate in a variety of physical activities B2.2 describe common features of specific categories of physical activities B2.3 apply a variety of tactical solutions to increase their chances of success as they participate in physical activities Learning Goals: (State learning goals in direct, explicit, student-friendly language) We are learning to:
Backward Design Question 2: How will we know students are learning? Assessment Opportunities:  Self assessment Peer evaluation Teacher watch Skill specific tasks
Backward Design Question 3: How will assessment and instruction be organized for teaching and learning?
Time:  5	WARM UP: 1. Run lines. Knee highs, kick backs, hops, walking lunges, shuffle (others) Get students to sit in squads. Tell them this is not a race. START AS A TEAM END AS A TEAM. 2. Run laps in pairs from their squads.  Call out left/right hand down, jump, both hands down, shuffle face center/or away from center,  duck walk (full squat walk), lunges, spider man crawl, hops.	Materials  Pylons
Time: 20-25	During: Action! (Introducing new learning or extending/reinforcing prior learning, providing opportunities for practice and application for learning) Lesson – Setting up for Attack-Over the top- Volleyball 2 Warm up Play- partners keep it up using two hands over your head and a wall with your partner. How many times can you complete the task in 30 sec? Debrief- Practice- DEMO volleying. With partner in area pass back and forth using volley method. Window with hands with eye on the target. Arms come down and push with right amount of force and follow though. REPLAY- Game-Over the top. Get into six’s. One team on the line. Volley over the center teams head. Score a point on the other side.  Game up to 3 or 1 min and switch people in center and one side. For younger kids teacher calls switch. If the “net” people catch the ball you switch immediately. “Net” group must not leave the line selected. If they leave the line then no switch.	Materials 25- Gator balls 2 -Oversized volleyball Pylons Volleyball cage
Time:  2	After: Consolidation & Connection (Helping students demonstrate what they have learned, providing opportunities for consolidation and reflection) Debrief- When you were at the net what skill did you use to catch the ball? When you were playing how did you	Materials
Next Steps Work towards volley or bump or getting ready for net.

Self Reflection

What parts of your lesson were successful in helping your students understand the Big Idea(s)?

What instructional decisions were successful in meeting the needs of all students?

Reflect on your planning and delivery of the lesson and record any changes/modifications that you might make as you continue move forward with lesson delivery.

HPE -  Micro Teaching Using TGFU Principles Presented by: W.Zacheja DESIGN- PLAY-> DISCUSS->REPLAY->DISUCSS->PRACTICE->PLAY/GAME or Variation
Grade:       2-8                                                                               Game Category/Sport:  NETWALL Movement Skill:                                                                           Strategy or Tactical Problem:                   Ready position Consistency Move your feet Setting up for Attacks Use the right amount of force Ready Position Play the object high or low enough Keep eye on object Follow through Face the target Put the object into space Fake Return the object quickly
Backward Design Question 1: What will students learn? Curriculum Expectations: (List overall and specific expectations that you are addressing and assessing) OVERALL EXPECTATIONS A1. participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that encourage lifelong participation in physical activity; A2. demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living; A3. demonstrate responsibility for their own safety and the safety of others as they participate in physical activities SPECIFIC EXPECATIONS A1.1 actively participate in a wide variety of program activities (e.g., lead-up games, recreational activities, fitness activities, dance), according to their capabilities, while applying behaviours that enhance their readiness and ability to take part A1.2 demonstrate an understanding of factors that contribute to their personal enjoyment of being active A1.3 describe factors that motivate them to participate in physical activity every day, at school and during leisure time, and that influence their choice of activities A3.1 demonstrate behaviours and apply procedures that maximize their safety and that of others during physical activity A3.2 describe appropriate methods for treating minor injuries that may occur while participating in physical activity OVERALL EXPECTATIONS B1. perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities; B2. apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities. SPECIFIC EXPECTATIONS By the end of Grade 6, students will: B1.1 perform smooth transfers of weight in relation to others and equipment in a variety of situations involving static and dynamic balance B1.2 perform a wide variety of locomotor movements, in combination, at different speeds, in different directions, and using different pathways, while moving around others and/or equipment B1.3 send and receive a variety of objects (e.g., rubber chickens, rings, beanbags, soft foam balls, discs, tennis balls, utility balls), adjusting for speed and distance, while applying basic principles of movement B1.4 retain objects in a variety of situations while travelling in different pathways and at different speeds in relation to others and equipment B2. Movement Strategies B2.1 demonstrate an understanding of the basic components of physical activities (e.g., movement skills, game structures, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as they participate in a variety of physical activities B2.2 describe common features of specific categories of physical activities B2.3 apply a variety of tactical solutions to increase their chances of success as they participate in physical activities Learning Goals: (State learning goals in direct, explicit, student-friendly language) We are learning to:
Backward Design Question 2: How will we know students are learning? Assessment Opportunities:  Self assessment Peer evaluation Teacher watch Skill specific tasks
Backward Design Question 3: How will assessment and instruction be organized for teaching and learning?
Time:  5	WARM UP: 1. Run lines. Knee highs, kick backs, hops, walking lunges, shuffle (others) Get students to sit in squads. Tell them this is not a race. START AS A TEAM END AS A TEAM. 2. Run laps in pairs from their squads.  Call out left/right hand down, jump, both hands down, shuffle face center/or away from center,  duck walk (full squat walk), lunges, spider man crawl, hops.	Materials  Pylons
Time: 20-25	During: Action! (Introducing new learning or extending/reinforcing prior learning, providing opportunities for practice and application for learning) Lesson - Setting up for Attack/Ready position- 2 Birdies not in my space (use bean bags or birdies)- Volleyball need to know 5 Warm up Play- Get a partner in your squad. Teacher selects badminton space. Use hula hoop as NET. Object can not land inside hula hoop or physical task.   Select a space and tell students if object leaves space physical task.  Each player pair in rows. The game is throw one birdie short then throw one long. Do 5 rotations with your partner. The object is to make the other person move. If the person catches the object the thrower must do 10 jumping jacks. Throw one at a time.  If person opposite does not have to move to collect both objects thrower does 10 jumping jacks.  Debrief. How did you make the person across from you move? Replay- This time make your partner move as must as possible. Game-Stop class. Add one more object and in your pairs your job is to keep the objects out of your space. If the objects leave the playing field, the person who throws the object gives the other person a point. If all three objects are in your space the other person gets a point.	Materials Pylons Bin of bean bags 30 birdies 15 Hula hoops Remember 4 courts are 24 ppl
Time:  2	After: Consolidation & Connection (Helping students demonstrate what they have learned, providing opportunities for consolidation and reflection)	Materials
Next Steps Game progression

Self Reflection

What parts of your lesson were successful in helping your students understand the Big Idea(s)?

What instructional decisions were successful in meeting the needs of all students?

Reflect on your planning and delivery of the lesson and record any changes/modifications that you might make as you continue move forward with lesson delivery.

HPE -  Micro Teaching Using TGFU Principles Presented by: W.Zacheja DESIGN- PLAY-> DISCUSS->REPLAY->DISUCSS->PRACTICE->PLAY/GAME or Variation
Grade:       2-8                                                                               Game Category/Sport:  NETWALL Movement Skill:                                                                           Strategy or Tactical Problem:                   Ready position Consistency Move your feet Setting up for Attacks Use the right amount of force Ready Position Play the object high or low enough Keep eye on object Follow through Face the target Put the object into space Fake Return the object quickly
Backward Design Question 1: What will students learn? Curriculum Expectations: (List overall and specific expectations that you are addressing and assessing) OVERALL EXPECTATIONS A1. participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that encourage lifelong participation in physical activity; A2. demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living; A3. demonstrate responsibility for their own safety and the safety of others as they participate in physical activities SPECIFIC EXPECATIONS A1.1 actively participate in a wide variety of program activities (e.g., lead-up games, recreational activities, fitness activities, dance), according to their capabilities, while applying behaviours that enhance their readiness and ability to take part A1.2 demonstrate an understanding of factors that contribute to their personal enjoyment of being active A1.3 describe factors that motivate them to participate in physical activity every day, at school and during leisure time, and that influence their choice of activities A3.1 demonstrate behaviours and apply procedures that maximize their safety and that of others during physical activity A3.2 describe appropriate methods for treating minor injuries that may occur while participating in physical activity OVERALL EXPECTATIONS B1. perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities; B2. apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities. SPECIFIC EXPECTATIONS By the end of Grade 6, students will: B1.1 perform smooth transfers of weight in relation to others and equipment in a variety of situations involving static and dynamic balance B1.2 perform a wide variety of locomotor movements, in combination, at different speeds, in different directions, and using different pathways, while moving around others and/or equipment B1.3 send and receive a variety of objects (e.g., rubber chickens, rings, beanbags, soft foam balls, discs, tennis balls, utility balls), adjusting for speed and distance, while applying basic principles of movement B1.4 retain objects in a variety of situations while travelling in different pathways and at different speeds in relation to others and equipment B2. Movement Strategies B2.1 demonstrate an understanding of the basic components of physical activities (e.g., movement skills, game structures, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as they participate in a variety of physical activities B2.2 describe common features of specific categories of physical activities B2.3 apply a variety of tactical solutions to increase their chances of success as they participate in physical activities Learning Goals: (State learning goals in direct, explicit, student-friendly language) We are learning to:
Backward Design Question 2: How will we know students are learning? Assessment Opportunities:  Self assessment Peer evaluation Teacher watch Skill specific tasks
Backward Design Question 3: How will assessment and instruction be organized for teaching and learning?
Time:  5	WARM UP: 1. Run lines. Knee highs, kick backs, hops, walking lunges, shuffle (others) Get students to sit in squads. Tell them this is not a race. START AS A TEAM END AS A TEAM. 2. Run laps in pairs from their squads.  Call out left/right hand down, jump, both hands down, shuffle face center/or away from center,  duck walk (full squat walk), lunges, spider man crawl, hops.	Materials  Pylons
Time: 20-25	During: Action! (Introducing new learning or extending/reinforcing prior learning, providing opportunities for practice and application for learning) Lesson - Ready position- Friznet- Volleyball 3-5 Warm up Play- grab a Frisbee and passes it back and forth with a partner. How many in 1 min? how many drops? Debrief-how is this like other things we have played? Follow through. Right amount of force. Replay. Debrief- Better or worse and why? Introduce net-Safety and how to use it. Game- Everyone on the team must touch the Frisbee ONCE ONLY then over the net. AFTER 5 minuets. You can only make two passes and then it must go over the net.  MODIFY add another Frisbee.  6x6 put it into space score when person does not catch the Frisbee or out of bounds.	Materials Pylons 20 Frisbee Volleyball net 6x6
Time:  2	After: Consolidation & Connection (Helping students demonstrate what they have learned, providing opportunities for consolidation and reflection) How does this game make you think about space? How important is the right amount of force? How did you score a point?	Materials
Next Steps Game progression

Self Reflection

What parts of your lesson were successful in helping your students understand the Big Idea(s)?

What instructional decisions were successful in meeting the needs of all students?

Reflect on your planning and delivery of the lesson and record any changes/modifications that you might make as you continue move forward with lesson delivery.

HPE -  Micro Teaching Using TGFU Principles Presented by: W.Zacheja DESIGN- PLAY-> DISCUSS->REPLAY->DISUCSS->PRACTICE->PLAY/GAME or Variation
Grade:       2-8                                                                               Game Category/Sport:  NETWALL Movement Skill:                                                                           Strategy or Tactical Problem:                   Ready position Consistency Move your feet Setting up for Attacks Use the right amount of force Ready Position Play the object high or low enough Keep eye on object Follow through Face the target Put the object into space Fake Return the object quickly
Backward Design Question 1: What will students learn? Curriculum Expectations: (List overall and specific expectations that you are addressing and assessing) OVERALL EXPECTATIONS A1. participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that encourage lifelong participation in physical activity; A2. demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living; A3. demonstrate responsibility for their own safety and the safety of others as they participate in physical activities SPECIFIC EXPECATIONS A1.1 actively participate in a wide variety of program activities (e.g., lead-up games, recreational activities, fitness activities, dance), according to their capabilities, while applying behaviours that enhance their readiness and ability to take part A1.2 demonstrate an understanding of factors that contribute to their personal enjoyment of being active A1.3 describe factors that motivate them to participate in physical activity every day, at school and during leisure time, and that influence their choice of activities A3.1 demonstrate behaviours and apply procedures that maximize their safety and that of others during physical activity A3.2 describe appropriate methods for treating minor injuries that may occur while participating in physical activity OVERALL EXPECTATIONS B1. perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities; B2. apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities. SPECIFIC EXPECTATIONS By the end of Grade 6, students will: B1.1 perform smooth transfers of weight in relation to others and equipment in a variety of situations involving static and dynamic balance B1.2 perform a wide variety of locomotor movements, in combination, at different speeds, in different directions, and using different pathways, while moving around others and/or equipment B1.3 send and receive a variety of objects (e.g., rubber chickens, rings, beanbags, soft foam balls, discs, tennis balls, utility balls), adjusting for speed and distance, while applying basic principles of movement B1.4 retain objects in a variety of situations while travelling in different pathways and at different speeds in relation to others and equipment B2. Movement Strategies B2.1 demonstrate an understanding of the basic components of physical activities (e.g., movement skills, game structures, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as they participate in a variety of physical activities B2.2 describe common features of specific categories of physical activities B2.3 apply a variety of tactical solutions to increase their chances of success as they participate in physical activities Learning Goals: (State learning goals in direct, explicit, student-friendly language) We are learning to:
Backward Design Question 2: How will we know students are learning? Assessment Opportunities:  Self assessment Peer evaluation Teacher watch Skill specific tasks
Backward Design Question 3: How will assessment and instruction be organized for teaching and learning?
Time:  5	WARM UP: 1. Run lines. Knee highs, kick backs, hops, walking lunges, shuffle (others) Get students to sit in squads. Tell them this is not a race. START AS A TEAM END AS A TEAM. 2. Run laps in pairs from their squads.  Call out left/right hand down, jump, both hands down, shuffle face center/or away from center,  duck walk (full squat walk), lunges, spider man crawl, hops.	Materials  Pylons
Time: 20-25	During: Action! (Introducing new learning or extending/reinforcing prior learning, providing opportunities for practice and application for learning) Lesson- Game Play- picks a space on the wall and bump and volley to yourself. Debrief- what are working towards Pre game- practice 5 underhand serves Game- Explain rotations. Each play is a point. Quick games up to 3-5. Switch teams. Maybe ½ court games.	Materials Volleyball bin And net
Time:  2	After: Consolidation & Connection (Helping students demonstrate what they have learned, providing opportunities for consolidation and reflection)	Materials
Next Steps Game progression

Self Reflection

What parts of your lesson were successful in helping your students understand the Big Idea(s)?

What instructional decisions were successful in meeting the needs of all students?

Reflect on your planning and delivery of the lesson and record any changes/modifications that you might make as you continue move forward with lesson delivery.