Kent State University
PHYSICAL EDUCATION DAILY LESSON PLAN
Lesson # 4 of 6
Grade: K
School: Franklin/Holden
#Students: 9-19
Teacher: Mark Hayhurst
Previous Lesson Focus: Levels and Directions
FOCUS OF CURRENT LESSON: Directions and Pathways
OBJECTIVES: Students will ……. (Ohio Standard, Benchmark, Indicator # ____)
Psychomotor
1 Students will move around the gym freely using different directions and patchways efficiently. Standard One, Benchmark A, K.1
Cognitive
1. Students will identify the differences in directions and pathways during closure. Standard Two, Benchmark A, K.1
Key Routines for Equipment, Space and People
1. Entry: Students enter along the black line and sit on the talk box for instructions.
2. Grouping: No grouping involved
3. Equipment: 2-4 plush balls
4. Spacing: self space throughout activity
5. Exit: Students line up on black line according to clothing; “If you have red on your shirt, you may line up (etc)”.
MANAGEMENT PLAN
Rules:
1. Respect
2. Responsibility
3. Safety
Consequences:
1. Teacher Proximity
2. Verbal Warning
3. Timeout (dependant on age and severity of misbehavior)
Instructional and Activity Tasks
(include goals and conditions in activity tasks)
1. Introduction- Students come in and sit on the talk box. I tell
them about today’s lesson, then I send them out to self space to
begin first activity. I will ask them to perform multiple
locomotor skills when the music is on and to freeze when the
music stops. We will stretch in between movements
6 Minutes
2. We will transition to sit in front of me. I will begin to talk
about pathways and demonstrate each one to the students. We
will then go out to self space and see how we can move in
different pathways. I will incorporate levels and directions too.
Extend
How do I skip?
How do I gallop?
How do I side slide?
Locomotor
movements at
different levels and
directions
Add in moving at
different levels with
each direction.
3 Minute Instruction
6 Minute Activity
3 We will transition to sit in front of me as I begin explain the
next activity (called Space City). Students will be given hula
hoops (or small balls) to use as steering wheels as they get to
drive around the space inside the boundary line. Different
colors represent different vehicles (red=firetruck, yellow=taxi,
green=car, blue=police). I am the chief of police and everyone
has to follow my instructions, or they will be asked to come off
Refining - Cues &
Questions
Incorporating levels
and directions with
the pathways.
Incorporate
locomotor skills
Organization
(diagram or
explain)
x
x
x
x
x
x
x
x
x
x
How can I move in a
straight path?
How can I move in a
curved path?
How can I move in a
zigzag path?
What is a straight
pathway?
What is a curved
pathway?
What is a zigzag
x
x
x
x
Moving at different
pathways
x x
x
x
x
x
x
x
x
x
x
x
x
x
Students travel in
different pathways
around the room.
x x
x
x
x
the road (timeout) for a short time. We will “get in our
vehicles” and I will ask the students to drive certain ways
around the gym (having them move in different directions,
levels, and pathways). When I say RED LIGHT, they freeze.
When I say YELLOW LIGHT, they slow down, and when I
say GREEN LIGHT, they can move again.
pathway?
x
x
x
x
x
x
x
x
x
3 Minute Instruction
6 Minute Activity
Closure: Return hoops and balls and then meet by the
chalkboard. I will draw letters on the board and they will tell
me what types of pathways make up each letter. i.e. A is all
straight lines, B is a straight line and two curves, etc.
4-6 Minutes
Assessment: Assess that the students can move in different
pathways and identify different pathways seen in the alphabet (via
observation).