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Holy Trinity School
March 9th, 2018

Integrating Faith into a Physical Education Class.

Based on Standard 5-  students will work on demonstrating responsible personal and social behavior in physical activity settings such as a game of knock-out.
Equipment needed:   several small equipment bags or book bags.  Two basketballs and a basketball hoop.

Activity:
1. Review of rules and expectations for the game called knock-out.

2. Teachers and students will  model what happens in case of anger and poor sportsmanship.

3. Anger / poor sportsmanship will be represented by bags which will be worn by any of the teachers or students who exhibit poor behavior. They will have to participate in the activity with this extra weight.

4. After a while we will stop the game and talk about how the anger and  aggressive behavior  impacted our bodies, mind, and game.

5.. We will then play a game with a focus on fair play and good sportsmanship.

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Kate Ryan

Blessed Sacrament School

March 9, 2018

Elephant Stampede

Objective: to discuss the benefits of teamwork

Equipment: a Bible and one pool noodle that’s been cut in half

Choose two kids to be the Elephant, and give them each one of the noodle pieces.

Say: We’ll work as a team in this game. Our Elephant will chase everyone else and try to tag you with a noodle. If you’re tagged, you become part of the Elephant by holding hands with the person who just tagged you with a noodle. The person who tagged you will hand you the noodle piece, and you’ll work with the rest of the Elephant to tag others, handing off the noodle piece to the person you tag. The object is to be the last person tagged.

Afterward, ask: Explain what you enjoyed more—trying to escape being tagged or being part of the Elephant. What did you do to work as a team in this game? What do you like or not like about working with a team? Read aloud 1 Corinthians 12:20-25. What are the benefits of working as a team? What adjustments can you make to be a team player?

1 Corinthians 12:20-25 New International Version (NIV)

20 As it is, there are many parts, but one body.

21 The eye cannot say to the hand, “I don’t need you!” And the head cannot say to the feet, “I don’t need you!” 22 On the contrary, those parts of the body that seem to be weaker are indispensable, 23 and the parts that we think are less honorable we treat with special honor. And the parts that are unpresentable are treated with special modesty, 24 while our presentable parts need no special treatment. But God has put the body together, giving greater honor to the parts that lacked it, 25 so that there should be no division in the body, but that its parts should have equal concern for each other.

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Teacher Candidate:  Micheal Mazyck                    School: Blessed Sacrament Lesson Title: Handball 301Integrating FaithGrade Level and Course: 3rd Grade Physical EducationTime Segment of Lesson: 45 minutesStandard(s) Addressed in Lesson: Demonstrate competency in may movement forms proficiency in a few movement forms.Objective(s) of the Lesson:  Students will be able to ...Throw and catch a ball to and from teammates in attempt to achieve the common goal of scoring a point.Student Diversity and Differentiation of InstructionStudent DiversityDifferentiation of InstructionStudent with ADHDHave student help with demonstrations of instructions.Formative and Summative Assessments- include open ended questions that will lead students to think deeply about the content and will also build on prior knowledge.Formative Assessment Summative AssessmentObservation The summative assessment will come at the end of the unit with a double elimination playoff tournament.Regular season games● If there is no summative assessment in this lesson, what/when will the summativeassessment be/take placeQuestions for formative assessment during and/or after the lesson1.What is the best way to score a point?2.Can more than one person play defense against an opponent at one time?3.If the ball hits the ground who does the ball belong to?Big Ideas to be Addressed in the Lesson: The big idea to be addressed in this lesson is that it takes the whole team working together and sharing the ball to be successful in this game just like anything in life. This game will make the naturally athletic students include the rest of their teammates. I want a fun and interactive game that my students can work on throwing and catching the ball. Discussion QuestionsWrite out questions that you would like students to discuss in class, before class or after class because they are interesting, support higher order thinking, and make for a lively and engaging discussion. If discussions must happen outside class, what tool will you use to facilitate the discussion (e.g. Twitter)?1.What qualities do good teams possess?2.What is the most successful way to score in handball.3.What is more important, individual success or team success?21st Century Knowledge and Skills21st Century Knowledge and SkillsTeaching StrategiesTeamwork demonstrationCritical thinkingAsking questionsexerciseStudents repeat instructionsTeaching Strategies and Related Student Activities (Include Web 2.0 activities and innovative strategies,as appropriate): Teaching Strategies and Activities: What are the teaching strategies and activities that you plan to use to help students meet the lesson’s objectives? What are the steps that you will take to deliver this lesson (e.g., introduce the author, read the poem, ask students to…)?For this lesson I will be explaining a game call handball. I have modified the rules for the students so that the game can run smoothly. This game will help my students work on throwing and catching a ball. They will throw and catch on the run and stationary. This game will help students learn how to share and cooperate with each other a lot better. When explaining the game I will verbally explain everything and also give the students a demonstration on some of the rules. I will also give each team 2 minutes to work together by themselves to work on a plan, communication and throwing and catching with each other. Teacher/Student Input: Write a note on what you expect the teacher and students to do as a part of this activity. Include a note on whether this is an “I do it”, “We do it” or “You do it” type of activity. This is a “ You do it” type of an activity. After I explain the game to the students it is up to them to execute the game correctly.Review: Write down ideas on how you will review the topic, including notes on types of formative assessments that you will use during the lesson.To review this topic next class I will ask the student to give me all the rules. I will ask step by step how the game is played.Materials and Resources for Lesson Materials, Technology, and WebsitesRequired Preparation4 orange and yellow soft volleyballsChoose a question of the day.

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Teacher Candidate:  Micheal Mazyck                    School: Blessed Sacrament Lesson Title: Handball 301Integrating FaithGrade Level and Course: 3rd Grade Physical EducationTime Segment of Lesson: 45 minutesStandard(s) Addressed in Lesson: Demonstrate competency in may movement forms proficiency in a few movement forms.Objective(s) of the Lesson:  Students will be able to ...Throw and catch a ball to and from teammates in attempt to achieve the common goal of scoring a point.Student Diversity and Differentiation of InstructionStudent DiversityDifferentiation of InstructionStudent with ADHDHave student help with demonstrations of instructions.Formative and Summative Assessments- include open ended questions that will lead students to think deeply about the content and will also build on prior knowledge.Formative Assessment Summative AssessmentObservation The summative assessment will come at the end of the unit with a double elimination playoff tournament.Regular season games● If there is no summative assessment in this lesson, what/when will the summativeassessment be/take placeQuestions for formative assessment during and/or after the lesson1.What is the best way to score a point?2.Can more than one person play defense against an opponent at one time?3.If the ball hits the ground who does the ball belong to?Big Ideas to be Addressed in the Lesson: The big idea to be addressed in this lesson is that it takes the whole team working together and sharing the ball to be successful in this game just like anything in life. This game will make the naturally athletic students include the rest of their teammates. I want a fun and interactive game that my students can work on throwing and catching the ball. Discussion QuestionsWrite out questions that you would like students to discuss in class, before class or after class because they are interesting, support higher order thinking, and make for a lively and engaging discussion. If discussions must happen outside class, what tool will you use to facilitate the discussion (e.g. Twitter)?1.What qualities do good teams possess?2.What is the most successful way to score in handball.3.What is more important, individual success or team success?21st Century Knowledge and Skills21st Century Knowledge and SkillsTeaching StrategiesTeamwork demonstrationCritical thinkingAsking questionsexerciseStudents repeat instructionsTeaching Strategies and Related Student Activities (Include Web 2.0 activities and innovative strategies,as appropriate): Teaching Strategies and Activities: What are the teaching strategies and activities that you plan to use to help students meet the lesson’s objectives? What are the steps that you will take to deliver this lesson (e.g., introduce the author, read the poem, ask students to…)?For this lesson I will be explaining a game call handball. I have modified the rules for the students so that the game can run smoothly. This game will help my students work on throwing and catching a ball. They will throw and catch on the run and stationary. This game will help students learn how to share and cooperate with each other a lot better. When explaining the game I will verbally explain everything and also give the students a demonstration on some of the rules. I will also give each team 2 minutes to work together by themselves to work on a plan, communication and throwing and catching with each other. Teacher/Student Input: Write a note on what you expect the teacher and students to do as a part of this activity. Include a note on whether this is an “I do it”, “We do it” or “You do it” type of activity. This is a “ You do it” type of an activity. After I explain the game to the students it is up to them to execute the game correctly.Review: Write down ideas on how you will review the topic, including notes on types of formative assessments that you will use during the lesson.To review this topic next class I will ask the student to give me all the rules. I will ask step by step how the game is played.Materials and Resources for Lesson Materials, Technology, and WebsitesRequired Preparation4 orange and yellow soft volleyballsChoose a question of the day.

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PE game -

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Andrea Patton, PE: 5-8 St. Bernadette School

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Lesson Plan: Virtues and Vice TagIntegrating Religion into Physical EducationStudents: Grades 5-8Arena:  GymnasiumEquipment: small cross, small toy anchor, small heart, round luffa sponge or plastic brain, superhero toy (Superman), small scales of justice or gavel, stuffed toy lion, a plastic cup, 8 popsicle sticks with the name of each virtue and symbol,  3-4 scrimmage vests, 5-7 small cones(scooters optional for game variation).Standards: #2 Applies movement concepts and principles to learning and development of motor skills.	     #5 Demonstrate responsible personal and social behavior in physical settings.Objective:  To capture the objects which represent Christian virtues.  This tag game integrates Catholic Doctrine into physical education.  The team possessing the virtue pulled from the cup, will be the next group of “vice” who protect the virtues. The first round determines the first group of Vice.  Virtues:  Discuss the symbols and the virtuesFaith-crossHope- small anchorLove and Charity-small heartPrudence-round/oval loofa sponge or small plastic brainJustice-small scale of justice, or gavelTemperance-stuffed toy (Superman)Fortitude-small stuffed toy lionRules:  1.	Divide Class into teams (no more than 4 students per team).2.	The teams spread out behind the basketball baseline behind a designated cone.3.	On the whistle, the first person from each team runs to the opposite end of the gym and grabs one of the symbols of virtue.4.	Once the first player returns with the object, they tag the next in line who will try to retrieve another virtue.5.	This continues until all symbols are collected.6.	The teacher draws a Popsicle stick from the cup to determine which team will play “vice”.The team possessing that virtue are now “vice”.7.	Students should only “Tag” with one hand.8.	Replace all symbols behind the opposite basketball end line.9.	The “vice” start behind the mid-court line to protect the virtues.10.	On the whistle, the first player from each team runs down the court and tries to get an object of virtue.11.	When “vice” tags a player, that player must return to their cone and tag the next in line.12.	This player now tries to get a “virtue”13.	If a player in possession of an object is tagged, they must return the object, run back to their cone, and tag the next player on their team.14.	Once all objects are possessed, a new Popsicle stick is pulled from the cup.  This will identify the next group of “vice”, and the game begins again.*reference: http//www.SophiaInstituteforTeachers.org written by Don Forster

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Lesson Plan: Virtues and Vice TagIntegrating Religion into Physical EducationStudents: Grades 5-8Arena:  GymnasiumEquipment: small cross, small toy anchor, small heart, round luffa sponge or plastic brain, superhero toy (Superman), small scales of justice or gavel, stuffed toy lion, a plastic cup, 8 popsicle sticks with the name of each virtue and symbol,  3-4 scrimmage vests, 5-7 small cones(scooters optional for game variation).Standards: #2 Applies movement concepts and principles to learning and development of motor skills.	     #5 Demonstrate responsible personal and social behavior in physical settings.Objective:  To capture the objects which represent Christian virtues.  This tag game integrates Catholic Doctrine into physical education.  The team possessing the virtue pulled from the cup, will be the next group of “vice” who protect the virtues. The first round determines the first group of Vice.  Virtues:  Discuss the symbols and the virtuesFaith-crossHope- small anchorLove and Charity-small heartPrudence-round/oval loofa sponge or small plastic brainJustice-small scale of justice, or gavelTemperance-stuffed toy (Superman)Fortitude-small stuffed toy lionRules:  1.	Divide Class into teams (no more than 4 students per team).2.	The teams spread out behind the basketball baseline behind a designated cone.3.	On the whistle, the first person from each team runs to the opposite end of the gym and grabs one of the symbols of virtue.4.	Once the first player returns with the object, they tag the next in line who will try to retrieve another virtue.5.	This continues until all symbols are collected.6.	The teacher draws a Popsicle stick from the cup to determine which team will play “vice”.The team possessing that virtue are now “vice”.7.	Students should only “Tag” with one hand.8.	Replace all symbols behind the opposite basketball end line.9.	The “vice” start behind the mid-court line to protect the virtues.10.	On the whistle, the first player from each team runs down the court and tries to get an object of virtue.11.	When “vice” tags a player, that player must return to their cone and tag the next in line.12.	This player now tries to get a “virtue”13.	If a player in possession of an object is tagged, they must return the object, run back to their cone, and tag the next player on their team.14.	Once all objects are possessed, a new Popsicle stick is pulled from the cup.  This will identify the next group of “vice”, and the game begins again.*reference: http//www.SophiaInstituteforTeachers.org written by Don Forster

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Shared by Lisa Tehan
St. Jane de Chantal

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Lily Schellhase

PE Teacher

Mother of God School

February 24, 2018

Guidance through Faith

Over the last few months, I have been working on different obstacle skills such as crawling over, crawling through, going under, walking on the balance beam, etc.  In order to infuse my lesson with faith, I am going to divide the children into groups of two.  One child will have to guide the other child as he/she will be blindfolded.  The children will guide each one through the obstacles using voice commands.  They will have to put their faith in each other.

Equipment:  Blindfolds, balance beams, barriers, chairs with noodle, mats.

Ages:  1st through 8th

Variations:  Grades 1st through 3rd can also use hand guidance

Assessment: Listening, following directions, willingness to allow others to help them with tasks.

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Bullying Lesson. Andrew Thornes (St. E's)

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Bullying Lesson. Andrew Thornes (St. E's)

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Bullying Awareness
Purpose of Activity:

- Identify characteristics of bullies

- Discuss the effects that bullies have on the bullied student
- Discuss ways to deal with bullies
- Demonstrate how to prevent bullying in school
Suggested Grade Level:
6-8

Materials Needed:
- Role play note cards

- Anti-Bullying Pledge
Description of Idea
1. Discuss the different aspects of bullying. What is bullying: any action that involves a desire to hurt, hurtful action, a power imbalance, repetition, enjoyment by the aggressor (the bully), and feelings of oppression from the victim (the bullied).

* Where bullying happens: anywhere that the bully thinks he or she can get away with it.
* Why do students bully: gain power, attention, material things, or to act on problems at home or copy another person.
* How bullied students feel: scare, alone, sad, bad about themselves, don’t like school, headaches and stomachaches.
* Types of bullying: physical aggression, social alienation, verbal aggression, and intimidation.
* Strategies for dealing with a bully: tell them stop, stand up, group together, tell an adult, ignore it, avoid it, and walk away.
* Prevent bullying: don’t join in, help others, speak out, include everyone, group together.

2. Act out teacher constructed instances of bullying with the help of student volunteers. Following each scene ask the class to identify the different roles, bully, or bullied, the type of bullying used and the strategy used to deal with it as well as other scenarios that may be similar. Make up the last scenario as a class and go through the same questions.

3. Open up discussion about things related to bullying and what the students can do about it. Similar to a peer advice session.

4. Hand out an “Anti-Bullying Pledge” each student will sign his or her name and have the class read it out loud together. If there is time they may decorate it in and hand it back to be displayed around the room.

Variations:
As an alternative to the "anti-bullying pledge", you might want to have students create posters, individually or in groups, that reinforce the anti-bullying message. Posters can then be displayed around the school or shared with younger students as a peer-to-peer project or as an Advocacy Project. Perhaps it can be coordinated with an "Anti-Bullying" week or campaign.

Assessment Ideas:

Have the students come up with a way to reduce bullying in schools and in the community.
Could be a change in the school for the teachers to implement, a program for students, or even something specific that you can do. Outline the idea and how it will work.
Standard 5 (Personal social behavior standard for 7th grade) and Standard 6 (demonstrate understanding and respect for differences for 7th grade)

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Toxic Waste removal

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I say this prayer at the beginning of every class for every grade K through 8th at St John the Evangelist in Silver Spring. It was something I found and it is now part of the routine at the start of the class. We also say it as a whole school at the beginning of field day.

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Holy Cross
PE, LA, Religion Lesson
(grades 6-8)

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3rd Quarter PE Homework and
Language Arts Writing Assignment
(Grades 6-8)

PE HOMEWORK INSTRUCTIONS:

Select a book to read.  Submit the title of the book that you have selected to Mrs. Hogan by Tuesday, February 13th.

After reading a book about someone with a physical challenge, you will create a new sport or game—or think of a modification for a current sport/game—that someone with that physical challenge can play.

You will present your sport/game to the whole class beginning on March 12th.  I will assign the day that you will present to the class.  You must let me know what equipment you will need for your presentation, or you will need to bring your own equipment.

Please have your presentation involve other members of your class—you are teaching your new sport or game to all, or some members of the class.

Instructions for the Language Arts Writing Assignment
are found on the reverse side of this page.

Language Arts Writing Assignment Instructions

First, select a book that you would like to read.  Here is a list of books that you can consider, but you are not limited to these.  You may read any book—preferably a biography, autobiography, or memoir—about someone with any physical challenge or chronic health challenge.

Non-Fiction: Biography, Autobiography, or Memoir
Title Author Physical Challenge
Believe: The Victorious Story of Eric LeGrand (Young Readers’ Edition) Eric LeGrand Quadriplegia
Joni: An Unforgettable Story Joni Eareckson Tada Quadriplegia
Fire in My Eyes Brad Snyder, Tom Sileo Blindness
The World at Her Fingertips: The Story of Helen Keller Joan Dash Blindness
The World at His Fingertips: The Story of Louis Braille Barbara O’Connor Blindness
No Excuses: Growing Up Deaf and Achieving My Super Bowl Dreams Derrick Coleman Deafness
El Deafo Cece Bell Hearing Loss
This Kid Can Fly: It’s About Ability (NOT Disability) Aaron Phillip Cerebral Palsy
From Where I Sit Shelley Nixon Cerebral Palsy
Life Without Limits Nick Vujcic Birth Defect, No Limbs
Soul Surfer: A True Story of Faith, Family, and Fighting to Get Back on the Board Bethany Hamilton Loss of Limb

Your writing assignment will consist of two parts:

Part One: A How-To Guide due no later than Monday, March 5th, that includes:
• a synopsis that describes the type of physical challenges your sport/game/modification addresses;
• the rules to play the new sport, the new game, or the modification of a sport/game you have created;
• the type of venue and/or equipment needed to play, and any modifications or special adaptations required;
• how scoring will be calculated (if appropriate).
• NOTE:  You will make two copies of the How-To Guide—one for Mrs. Kolevar and one for me.

Part Two:  You will write a summary that describes the physical, emotional, and social challenges faced by these individuals because of their physical challenges.  A rubric will be available on the Language Arts Google site, with instructions for how and when to submit your work as well as the expectations for the content of your summary.  Due date to be determined.

This assignment addresses ADW PE standard 6: Demonstrates understanding and respects for differences among people in physical activity settings.