Make your own free website on

Physical Education

     Daniel Boone School     6710 N. Washtenaw      Chicago, IL 60645      (773) 534-2160 ph.      (773) 534-2190 fx.      [Email]


GRADE 5 - 8
• Warm Up
• Locomotor Movement (K-4)
• Kindergarten
• Grade 1
• Grade 2
• Grade 3
• Grade 4
• Grade 5
• Grade 6
• Grade 7
• Grade 8
• Lesson Plan Outline

GRADE 5 & 6
• Unit 1 - Volleyball
• Unit 2 - Fitness

GRADE 7 & 8
• Unit 1 - Volleyball
• Unit 2 - Fitness
• Unit 3 - Self-Defense

• Lesson 1
• Lesson 2
• Lesson 3
• Lesson 4
• Lesson 5
• Lesson 6
• Lesson 7
• Lesson 8
• Lesson 9
• Lesson 10

Unit: Self-defense Time: 30 min Style: Mass-task, guided discover, collarbotion
Lesson: 3 Station: Gymnasium IEP: Special accomodation is made for students with special needs.  
Equipment: Laptop and paper handouts


Biological Psychological Social
The student will be able to (TSWBAT) move appropriately in the warm up in order to have a proper warm up that raises the heart rate, prepares the body for activity, and prevents injury.

TSWBAT feel an increased level of well-being due to increased level of physical activity.

TSWBAT run and move in coordination with a group of students and line up quickly to accomplish the task at hand.

TSWBAT appropriate push ups and crunches, since they have been practicing this at home with their homework.

TSWBAT move in general space and maintain safe (three arm lengths) space in general space in regards to the avoidance drill.

TSWBAT demonstrate good self-defense stance by standing:
1. Staggered stance
2. Turned slightly sideways
3. Weight on balls of feet
4. Fists up in front
5. Eyes on threat

TSWBAT demonstrate good verbal defense by shouting out "No!" while standing in good self-defense stance while stretching out one arm with palm forward displaying a stop sign with the hand.

TSWBAT know why the fighting stance is they way it is.
1. Minimize target area.
2. Be able to move more efficient.
3. Be prepared for multiple assaulters.
4. Better angle for more force in punch, and kicking.
5. Better area of protection.
6. Easier for blocking attacks.
7. Better reach for opponent, if needed.
8. Better awareness.
9. Improves self-efficacy due to a sense for confidence.
10. Be perceived as prepared to defend one self.

TSWBAT successful perform 10 punches into the air with proper fist, 5 front kicks into the air with the ball of the foot.

TSWBAT know, understand, and apply the concept of social responsibility by grading themselves after the lesson.

TSWBAT know, understand, and apply the concept of student expectations throughout every situation in the gymnasium.

TSWBAT give examples of situations when the student expectations are applicable.

TSWBAT know, understand, and apply the concept of skipping, galloping, and other locomotor skills.

TSWBAT recollect where their personal seat is, and how it aids the student’s ability to follow the rules and to be team players.

TSWBAT explain that the locomotor skills are good for them as the movements will help them get faster and feel better.

TSWBAT reduce stress with physical activity, since increased physical activity increases blood circulation, which helps removal of glucocorticoids (a hormone that induce stress.)

TSWBAT learn and apply the concept of self-defense is only to be used in order to protect self in possible harmful situation while escape is the best possible alternative.

TSWBAT understand that the only weapon for self defense is using the mind as the mind controls the body.

TSWBAT know and recognize that fear is essential for survival and must be recognized in a dangerous situation.

TSWBAT remember the three A’s of self defense and understand how to apply them in order to protect self.
1. Awareness
2. Assessment
3. Action

TSWBAT exercise their self efficacy in the verbal defense drill by shouting no loud to an approaching person.

TSWBAT learn and apply the concept that kicks and punches are only for self-defense.

TSWBAT feels that they belong in the class as much as everyone else by have equal rules for everyone.

TSWBAT feel that they are in control of their behavior by giving a grade of themselves at the end of the class. (1, 2, or 3)

TSWBAT feel enjoyment by being more successful due to an increased level of personal involvement through their grading.

TSWBAT practice being a leader by leading the warm up for the other students.

TSWBAT learn how to receive positive criticism in regards to what the other students think he or she did well and needs to improve on as a leader.

TSWBAT feel enjoyment and success through increased participation in all class activities.

TSWBAT feel enjoyment through increased level of success as well as increased level of personal involvement in their homework, which enhances their overall health.

TSWBAT feel an increased level of well-being due to increased level of physical activity.

TSWBAT promote teamwork and success among his or hers classmate through positive feedback and positive interaction that does not display any negative (i.e., hurtful) behavior.

TSWBAT encourage a safe environment as danger could be detrimental to an educationally safe environment.

TSWBAT show serious attitude by listening, eye contact, and answer questions when asked.

TSWBAT show respect for others by being careful and polite in all drills: IF NOT STUDENT WILL BE ASKED TO SIT DOWN.

Lesson Objective Organization Cues
I. Fitness Workout (20 min) Teacher directed, collaborative, circuit, or student directed on personal spots, general space, or outside. Do your best.
II. Self-Defense (10 min)
1. Short review of Awareness and Assessment
2. Verbal Defense Drill & Self-Defense Stance
3. Getting out of grips
4. Making a fist
5. Punch
6. Front Kick
7. Combinations
Personal Spots • Three A's
• No! Small target.
• Tight fist
• Thumb on outside
• Straight wrist
• Use legs and hops to create more force
• Lift foot
• Extend leg
• Push with the hips forward
• Kick with the ball of the foot.
III. Stretch & Self-Assessment (0 min) Personal Spots  1, 2, 3.