Date:

Teacher Candidate(s): Jackie Casoria School: Chestnut

Prep. Grade: 9th grade

Lesson Plan Unit/Activity: Aerobic Kickboxing # in class: 18

1 of 5 NYS/National
Standards Central Focus (entire lesson segment): Master/Collaborate Kickboxing Sequence
Lesson Focus:
National Outcomes: Standard 1 (H3 L2) Standard 1 (H2 L2) Standard 4 (H4 L2)

Objectives
Assessment Tool Length of class: mins
Situation / Task / Criteria
Within their groups, students will practice the sequence and checklist entailing Teaching Styles:
Psychomotor
Domain S1.H2.L2/ perform in front of the class. what movements are Command
used/not used Practice
Reciprocal
Affective All students will work together to create a collaborative Self-Check
Domain S4.H4.L2/ exit slip
sequence accepting of all opinions. Inclusion
By the end of class students will be able to tell the difference
Discovery
Take home quiz
S1.H3.L2/ between sequence A and sequence B. Problem Solving
asking what the order
Cooperative
of movements in
Cognitive Stations
Domain sequence A is and
List of Jig-Saw
Academic
what the new order of
Jab, spatial awareness, boundaries, collaborate
Language Used movements in
sequence B is.
Fitness Objective Equipment:
Health/Skill / 18 Poly spots
PM/Cogn sound system

Common Core CC Standard

Standards

Be aware of the people not only in your group but in other References(e.g. Book, course packet, pg #, complete web address URL):
2c/4 SHAPE America
Safety Statement groups when performing/practicing each sequence.
http://www.pecentral.org/lessonideas/ViewLesson.
asp?ID=2059#.WdUoHNOGPR0
NYS Learning Standard 1 – Personal Health and Fitness National Standards – The physically literate individual:
1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities. 1. Demonstrates competency in a variety of motor skills and movement patterns.
1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition 2. Applies knowledge of concepts, principles, strategies and tactics related to movement
NYS Learning Standard 2– A Safe and Healthy Environment and performance.
2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity. 3. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing
2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication. level of physical activity and fitness.
 2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.
NYS Learning Standard 3– Resource Management
3a. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity.
3b. Students will be informed consumers and be able to evaluate facilities and programs.
3c. Students will also be aware of career options in the field of physical fitness and sports
4. Exhibits responsible personal and social behavior that respects self and others.
5. Recognizes the value of physical activity for health, enjoyment, challenge, self-
expression, and/or social interaction.

Adaptations,
Lesson Time Organization Assessments, Reminders
Description
Components (mins) CFU, Academic Language,
Alignment to objectives

1
Instant Activity Go over the cues and the movements of the jab.
min
Transition Stay in position but stand still until teacher explains what to do.
Hello class my name is Ms. Casoria and I’ll be your Physical Education teacher for
Everyone
today. My signal for attention is three claps (claps 3 times) when you hear that I expect
standing in
Introduction, you to stop what you’re doing, don’t talk and look at me. Today we are going to be
Signal for two lines but
1-2 working on a few variations of some aerobic kickboxing steps and creating a sequence.
Attention, in windows
Hook, min My expectations for this lesson is for everyone to cooperate as you will be working
Expectations so they can
closely with your peers and to respect each other. If I see everyone is working well
see the
together, I’ll save some time at the end of class for each group to create their own
instructor.
original routines.
10 Transition
So now I’m going to put you guys into three groups and you’re going to spread out and
secs practice sequence A. Go!

Fitness Activity

Next, we’re going to create our own order of movement while still using the moves
1-2 Transition taught in sequence A. Everyone has the freedom to mix up the order of movement but
min
you cannot add new moves that haven’t been taught.
Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet.
Cues Variations / Modification –
(Refinements) – Add variations to the learning
Learning Tasks Adaptations,
Simple words to tasks to make it easier and harder
a) For each learning task, please describe Assessments,
Body of Lesson improve according to needs and abilities of
(Lesson Focus) demonstrations and/or questions that will Reminders
performance the students (lower and higher
facilitate student learning and engagement. CFU, Academic
and skilled students).
b) Describe the learning task. E.g. Hit the ball Language, Alignment
understanding.
over the net to your partner 10 times. to objectives
E.g. Eyes at
target
 a. Demonstrate sequence A. Ask students what the order of movement is in Show entire sequence
Sequence A. (example: “Is there a left kick in this sequence?”) A in full speed with
music then without and
2-3 break it down.
Task #1
min Allow students to try it
with you a few times
before breaking off into
groups.
b. Jump, right knee, left jab, right 1. toes Make sure that in
jab, left jab, right jab, left jab, 2. eyes between the beats of
3 groups
right knee cross jump turn 3. extend Easier – slow down the the music students are
taking up
REAPEAT 4. turn song/sequence so students have bobbing. Give
only half
10 time to think about the next move corrective and positive
court space
min Harder - have the students in feedback to all groups.
enclosed in
each group face each other when Rotate around each
the cone
practicing group to make sure
boundaries
there isn’t any
confusion.
Next, each group is going to create their own sequence using the moves from sequence
Review demonstration
2 A. Everyone has the freedom to mix up the order of movement but you cannot add new
Transition of sequence A. Show a
min moves that haven’t been taught. Once each group has practiced for 10 minutes each
different move first.
group should be prepared to perform the revised sequence in front of the class.
a. Show sequence A again and give an example of how the order of movement may Remember to always
be changed. (example: kick before jump) Make it clear that the only moves be moving don’t just
4
Task #2 allowed to be used are the ones from sequence A. stand in place even
min
when the beats in the
music slow down.
3 groups b. “Jump, right kick, left jab, 1. toes Easier – specifically tell the Make sure students are
taking up right jab, left jab, right 2. eyes students which move to do first sure of sequence A and
only half jab, left jab, right kick 3. extend and last so they only need to the order before
10
court space cross jump turn” 4. turn create the middle of the new creating their own
min
enclosed in creating a new order of sequence variation of it. Review
the cone movement to create a new Harder - students can add another how the turn is done
boundaries sequence movement to the new sequence (correct form).
Staying in your groups we are going to come together and create your own original
1 dances. You can use components of sequence A and the revised part of sequence A but I Make sure cones are set
Transition
min want to see everyone working together to create an original dance. You may also use a up before lesson starts.
different song if it is approved by me before choreography starts.
 a. Demonstrate sequence A. Ask students if it’s correct to look down when jabbing. Give students enough
1 time to create and
Task #3
min practice their own
routines.
3 groups 1. Easier – Give students a lay out Before performance
taking up b. Students will work in the 2. of how long/short the dance time, give feedback to
10- only half groups they worked in previously 3. should be. each group and let
15 court space to create an original dance with Harder - Don’t allow the students them know what is
min enclosed in any moves they’d like. Can use to use any of the moves used in good and what could
the cone different song thank the one used previous sequences. Allows for use some more
boundaries in sequence A. originality. practice.
Transition
Task #4 a.
b. 1. Easier –
2.
3. Harder -

Transition
a.
Task #5
b. 1. Easier –
2.
3. Harder -
Transition

Lesson Closure,
Hook to Next
Lesson
Pre-planning: Previous instruction in this activity (earlier grade levels)

Evaluation of Post-planning: “Assessment Informs Teaching:” future needs based on assessment results
Lesson
Teacher Reflection Notes:

(Include any assessment, task cards, exit slips you used): Describe and number
Instructional
Supports
Name:__________________ Date:_____________

Checklist for Sequence A ONLY

JUMP ________

RIGHT KNEE _______

LEFT JAB ________

RIGHT JAB ________

CROSS JUMP TURN ________

(Exit Slip)

Name one way you engaged with someone from your group while creating sequence B.

1. ________________________________________________________________.
Name:___________________________ Date:__________________

Take Home Test

SEQUENCE A

1. What is the first step in sequence A?

a. Right knee
b. Left knee
c. Jump
d. right jab

2. True or False: When there is no beat in the music you’re supposed to keep moving. ___________

3. Which is NOT one of the cues for this sequence?

a. Toes
b. Extend
c. Target
d. Eyes