Student Teaching Example Lesson Plan
Name: Sarah Sorensen
Lesson Title or Subject/Topic: Dynamic and static stretching/ partner stretching
Unit: Flexibility
Date: 2/19/15
Estimated Time/Length of Lesson: 50 minutes
Grade Level: Middle School (7th)
Central Focus
What is the
Central Focus for
the content in the
learning segment?
Content
Standards
What standard(s)
are most relevant
to the learning
goals?
Include SHAPE
Standards and
WI Content
Standards.
Student
Learning
Goal(s)/
Objective(s)
What are the
specific learning
goal(s) for
student in this
lesson?
During this lesson, which is focused on flexibility, students will be learning the importance
of flexibility in exercise, and how to properly stretch. They will also be learning the
different between dynamic and static stretching.
National P.E. Standards:
Physical education standard 1: Demonstrates understanding of movement concepts,
principles, strategies, and tactics as they apply to the learning and performance of physical
activities
Physical education standard 3: Participates regularly in physical activity
Wisconsin State Teacher Standards:
PK-12 Standard 1: Teacher know the subject they are teaching
PK-12 Standard 7: Teachers are able to plan different kinds of lessons
PK-12 Standard 8: Teachers know how to test for student progress
LEARNING GOALS
Learn the definition of flexibility
Learn the definition of range of motion (ROM)
Learn how to properly stretch
Learn how to become more flexible
Learn the importance of stretching specific muscles
Learn the difference between dynamic and static stretching
OBJECTIVES
Psychomotor The seventh grade students will be able to demonstrate proper
stretching form for specific muscles by completing dynamic (moving) or static (still)
stretches with 80% accuracy. Dynamic- Frankensteins: students will put left arm up
in the air and try to kick their right leg up and hit it. Student must keep the leg
straight and only kick as high as it is comfortable. Then switch to right arm in the
air and kick left foot up. Repeat until you reach the designated line.
Cognitive The seventh grade students will be able to verbally explain the
definitions of flexibility, ROM, dynamic and static, and will be able to explain
proper stretching to specific muscles.
Affective The seventh grade students will be able to work individually and with a
partner to become more flexible while encouraging safety so no one gets hurt.
Safety
Statement
Assessment of
Learning
Describe your
formative and
summative
assessments you
will use.
Learning
Environment/
Behavior
Expectations
What procedures
will you use to
ensure students
are safe, on task
and engaged?
Students must always know their bodies so they dont stretch further than what is
comfortable. They should always hold the stretch for 20 seconds and then give their
muscles a rest for static stretching.
Formative- I will help students by giving them proper feedback needed to
improve their flexibility. I will help students get into the correct form to
feel the correct stretch.
Summative- I will have them write if it is a static or dynamic stretch and
where they feel the stretch and or what muscles they are stretching.
- I will repeat what the stretches are if they cannot remember
- Clear instructions so they understand what they are doing
- Respect for everyone in the classroom
Expectations:
I expect that everyone stays focused and safe while participating.
If students arent participating I will give them a reminder that they will
start to lose participation points
What might
happen that you
might not
expect?
Instructional Strategies and Learning Tasks
Description of what the teacher (you) will be doing and/or what the students will be doing.
Instant Activity: Dynamic warm-up
Launch/
Motivational Set
- Students will start on one side of the basketball court and
_____10____ Minutes
will go to the other side of the court
- Jog down and back
How will you start the
- Jog down and back using punching motion with arms
lesson to engage and
- Side shuffles with jumping jack arms
motivate students in
- Grapevine down and back facing the same way
learning?
- Frankensteins
- Kick ups
Instruction: (Body of
the lesson)
____30____ Minutes
Write the step by step
Teaching
procedure/progression
here.
Tasks
(Extensions)
Demonstration
s
Cues
(refinements
) Take your
time, only go
until you feel a
stretch, hold
for 20 seconds
Challenges :
(Applications)See what body
part is most
flexible and
compare to
partner
Modifications
:
Use elastic
bands for more
of a stretch
What will you say and
do? What questions
will you ask?
How will you engage
students to help them
understand the
concepts?
What will students do?
Demonstration #1:
Activity 1: Dynamic and Static Stretching
- There will be six different stations set up around the gym. The students
will do the stretch for 10-30 seconds and then write down if it is static or
dynamic and then what muscles they feel stretching.
- From station to station they will be doing different activities to stay active
- Six stations:
- Front to Back and Sideways leg swings
- Butt Kicks
- Butterfly
- Inch Worm
- Scorpion and Crosses
- Calf Raises
- Ankle on Knee
- High Knees
- Power Skips
- Bear Crawl
- Open Arms
- Students picks
WRITE OUT TRANSITION DESCRIPTION going into and out of each of the
Tasks:
Now that you know what flexibility is, who can tell me why it is important? What is
the difference between static and dynamic? Why do we need to do both? What are
the benefits to being flexible?
(1 minute)
Closure
__________ Minutes
How will you end the
lesson?
Write out the questions
that relate to your
learning goals and
objectives.
Questions that Check
For Understanding
(CFUs)
Hook to next lesson
Differentiation
I will have everyone hand in their papers and huddle up to answer
some follow up questions:
Why is it important to be flexible?
Whats the difference between dynamic and static?
Where else would you use stretching outside of class?
What was your favorite stretch?
Students with IEPs or 504 plans or students requiring other
accommodations:
Gifted/Talented Students: Use stretches that are going to benefit
them, have them lay or do stretches on mat.
Learning Styles/Preferences: Verbal cues will be said, words will be
written on the board to help everyone, demonstrations will happen
for kinesthetic learners
Materials
What specific
materials/equipment
does the teacher need
for this lesson?
Teacher: Labels for stations, poly spots
Student: paper, pencil
What materials do the
students need for this
lesson?
Academic Language Demand(s):
What content
specific
terms
(vocabulary)
do students
need to
support
learning of the
learning
objective for
this lesson
What specific
way(s) will
students need to
use language
(reading, writing,
listening and/or
speaking) to
participate in
learning tasks
and demonstrate
their learning for
this lesson?
Describe the
language function
and demands
required a how
you will support
your students
during the lesson.
Flexibility- ability to move a joint through its complete range of
motion
Range of motion- How you can move your body
Static- Holding, slow
Dynamic- Moving, force
Students will have to listen to the cues I give them and to their partner.
Students will have to read what stretch they are working on.
Students will have to write where they feel there stretch
Students will have to respect one another and listen to what everyone has to say. They will
also have to communicate in a way that gets the task accomplished.
