• Each team member must hit/pass shuttlecock for awarded point

• Must call out teammates name before passing

• Sportsmanship and encouragement

SLO – What am I learning? How to hit a Peteca with my hand, successfully. Why do I need to know this? Peteca is a unique game that can be fun and competitive to play with friends. How will I know I learned this? I will be able to control my power and accuracy of hitting a Peteca with both of my hands.

2) Cognitive-TSWBAT- Develop an understanding of the culture, and skills of Peteca, throughout the lesson, by demonstrating the skills and doing a check for understanding quiz.

SLO - What am I learning? The culture and skills it takes to play Peteca. Why do I need to know this? To learn a new skill and learn a new, fun game.  How will I know I learned this? By answering the Check for Understanding about the culture and hitting the Peteca with my hand.  

3) Affective- TSWBAT- Being aware of self, encouraging and supporting peers during the lesson of throwing basics.

SLO - What am I learning? Positive sportsmanship.. Why do I need to know this? To create an all inclusive safe environment.. How will I know I learned this? By feeling safe and communicating this to other students.

their child? Allergies? Sleep issues? Disabilities?

It also recommends establishing peer buddy systems so newcomer students can learn routines, rules, and expectations from supportive classmates—something that fits naturally into partner or station-based PE activities. This is something that I have also observed in the school. Whether it be naturally, by children choosing to partner with other like students or done through the assistance of the teachers. It is incredible to see the kids helping each other out, wanting each other to have fun in PE.

Another key takeaway is the importance of using visual supports and predictable routines, such as posting a visual schedule for warm-up, activity, and cool down, to help students who may be adjusting to a new language or environment. This is naturally done with Physical Education. Students can see others running, skipping, jumping; movement is universal and does not need a translation to establish.

The guide also highlights the value of providing calm-down spaces for emotional regulation and promoting family engagement by inviting caregivers to participate in PE events or share cultural games. Overall, these strategies from the Newcomer Tool Kit reinforce the idea that consistent structure, inclusion, and empathy create a safe foundation for all students—especially those navigating a new school community.

The lesson is also trauma-informed because it is designed to feel safe, predictable, and relationship-based. Before jumping into competition or game play, students warm up, practice with partners, and learn expectations in a low-pressure way. These choices help reduce stress, build trust, and support students who may feel anxious or overwhelmed in fast-paced or competitive environments.

Throughout every stage—introduction, skill practice, gameplay, and reflection—I differentiate based on ability, comfort level, and prior experience. Students who are new to Brazilian games get extra modeling and explanation, while students who learn quickly can try extension activities, like longer rallies or advanced rules. I also invite students to think about how peteca might connect to games from their own cultures or families, helping them see themselves in the lesson. Overall, the peteca lesson blends cultural relevance, inclusivity, and trauma-informed practices in a way that supports engagement, belonging, and access for all students, which is exactly what research says effective teaching should do.

But That’s Just Good Teaching! The Case for Culturally Relevant Pedagogy, econedlink.org/wp-content/uploads/2020/06/LadsonBillings_Culturally-Relevant-Pedagogy.pdf. Accessed 1 Dec. 2025.

“Fisher Digital Publications.” Site, fisherpub.sjf.edu/education_ETD_masters/. Accessed 1 Dec. 2025.

Aaliyah is a fifth-grade Black student from a single-parent household, information she shared during a beginning-of-year relationship-building activity. She displays strong visual-spatial awareness, patience, and thoughtful observation, often assisting peers through quiet, supportive gestures. Aaliyah’s primary learning needs relate to assertive communication and taking risks when tasks feel challenging. She tends to withdraw during fast-paced activities and may hesitate to voice confusion or advocate for support. Because she internalizes stress, she benefits from predictable structures, gentle check-ins, and opportunities for private or low-pressure participation.

2. Mateo “Teo” Ramírez (he/him)

Teo is a bilingual second-grade student whose family immigrated from Guatemala, information shared during family intake interviews. His strengths include high energy, creativity, imaginative problem-solving, and strong empathy toward peers. However, Teo sometimes struggles with emotional regulation, especially during transitions or competitive elements of a lesson. He may experience frustration when routines shift unexpectedly, and he benefits from clear visual schedules, structured movement breaks, and scaffolds that help him manage disappointment in skill-based tasks.

3. Jada Williams (she/they)

Jada is a fourth-grade multiracial (Black and white) student who uses she/they pronouns and lives with two fathers, an identity Jada shared in a beginning-of-year writing activity. They excel in rhythmic movement, balance, and reflective thinking, and they bring a patient, steady presence to partner tasks. Jada’s learning needs relate to social and physical risk-taking. They may avoid unfamiliar partners or hesitate to try new skills without feeling fully prepared. Predictability, autonomy in partner selection, and reflection-based learning activities help Jada feel confident in participating.

4. Elijah “Eli” Park (he/him)

Eli is a third-grade Korean American student whose family owns a local bakery, information he shared through a family poster activity. His strengths include attention to detail, strong coordination, and the ability to focus intensely during skill drills. Eli’s primary challenge is limited social flexibility; he prefers working with a small group of familiar peers and becomes anxious with unexpected partner changes or open-ended social tasks. He benefits from structured group assignments, advance notice of transitions, and defined roles within partner activities.

Critical Discussion: Differentiated Lesson Fit Through Windows and Mirrors

Aaliyah: What Works and What Doesn’t

The Peteca lesson provides meaningful mirrors for Aaliyah through its structured skill demonstrations, which align with her strengths as a careful observer. She thrives in partner work where she can support peers in quiet but effective ways. The cultural component of the lesson also offers windows into Brazilian Indigenous traditions, expanding her understanding of global perspectives. However, the lesson does not fully support her communication needs. Rapid partner rotations and competitive mini-games may overwhelm her, and the existing lesson structure does not incorporate explicit supports to help her advocate for herself. Additional check-ins, visual communication tools, and slower-paced progressions would strengthen her engagement.

Teo: What Works and What Doesn’t

Teo experiences strong mirrors in this lesson’s cultural content, which validates his bilingual, multicultural background. The creative flexibility embedded in exploration stations aligns with his imaginative learning style. Partner work also provides windows into peers’ communication and emotional strategies. However, frequent transitions and unpredictable group shifts may trigger emotional dysregulation. Without consistent transition routines or clear expectations, Teo could become frustrated or disengage. Adding visual schedules, countdown warnings, or co-created “challenge” stations would better support his needs.

Jada: What Works and What Doesn’t

The reflective and cultural aspects of the Peteca lesson offer powerful mirrors for Jada’s analytical and thoughtful identity. Their strength in rhythmic movement aligns well with Peteca’s coordination-based skill sequences, and the cultural conversation deepens engagement. The lesson also provides windows through peer interactions and exposure to a new sport. However, required partner rotations and fast-paced gameplay may push Jada too far outside their comfort zone, reducing confidence rather than expanding it. Allowing choice in partner selection and offering opt-in challenge levels would make the lesson more accessible.

Eli: What Works and What Doesn’t

For Eli, the technical and structured components of Peteca strongly align with his need for predictability and detail-oriented learning, creating mirrors that validate his strengths. Through partner activities, he encounters windows into collaborative practice and communication styles. Yet, abrupt partner changes or unstructured gameplay may heighten his anxiety. The existing differentiated plan lacks explicit routines to support his social flexibility needs. He would benefit from previewing partner assignments, clearly sequenced drills, and defined roles during group tasks.

Conclusion

Overall, the differentiated Peteca lesson successfully provides cultural windows for all focal students by introducing a non-Western sport and its historical context. It also incorporates skill scaffolds that offer mirrors for students who thrive with creativity, rhythm, or structured motor tasks. However, the lesson could more fully support students with communication challenges, emotional regulation needs, or social flexibility difficulties. By integrating predictable routines, intentional partner assignments, and optional challenge levels, the lesson can better meet the diverse strengths and needs of students like Aaliyah, Teo, Jada, and Eli. These adjustments would enhance the lesson’s cultural responsiveness while supporting equitable access for all learners.

The gym itself should have enough open space for students to move safely, including areas outside the main play zone where students can wait their turn without being in the way. Ideally, elementary classes would be small enough to use the space safely and effectively. I would also invest in quality basketball hoops that are both height-adjustable and retractable so they can be tailored to different grade levels or moved aside when not in use.

Finally, I would choose real hardwood flooring instead of clay or carpet, both for safety and performance. At the center of the court, I would feature a large school logo to promote school pride and honor the surrounding community.