Unit Plan
Unit Plan
Unit Plan
Central Focus Students will complete the day 1 lifts in the tier system of training with the emphasis being
What is the on total body lifts.
Central Focus for
the content in the
learning segment?
Content National P.E. Standards:
Standards Standard 2- The physically literate individual applies knowledge of concepts, principles,
What standard(s) strategies and tactics related to movement and performance.
are most relevant Standard 3- The physically literate individual demonstrates the knowledge and skills to
to the learning achieve and maintain a health-enhancing level of physical activity and fitness.
goals? Standard 5 - The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression and/or social interaction.
Include SHAPE
Standards and Wisconsin State P.E. Standards:
WI Content Standard 2- Demonstrates understanding of movement concepts, principles, strategies, and
Standards. tactics as they apply to the learning and performance of physical activities.
Standard 3- Participates regularly in physical activity.
Standard 4- Achieves and maintains a health-enhancing level of physical fitness.
What might
happen that you
might not
expect?
How will you start the lesson to engage and motivate students in learning?
Character word of the day: Focus (paying close attention to small details)
Instant activity: Dynamic Warm Up: A combination of dynamic and static stretching will be led by
instructor to allow for appropriate warm-up before work out.
Instruction: (Body of the lesson)
____35____ Minutes
What will you say and do? What questions will you ask?
How will you engage students to help them understand the concepts?
Closure
____5____ Minutes
The next class we will be working through a workout to improve speed, agility, and quickness.
Differentiation
Learning Styles/Preferences: Will be giving verbal cues and supplying visual cues if needed.
Materials
What materials/equipment does the teacher need for this lesson?
POST PLANNING: In future lessons, students focus will move from a total body emphasis
upper body, or speed, agility, and quickness emphasis.
ATTACHMENTS N/A
Lesson Plan
Name: Shaun Mattson
Unit: Athletic Based Strength Training: Lifting Day 2
Estimated Time/Length of Lesson: 50 minutes
Grade Level: High School
Central Focus Students will complete the day 2 lifts in the tier system of training with the emphasis being
What is the on lower body lifts.
Central Focus for
the content in the
learning segment?
Content National P.E. Standards:
Standards Standard 2- The physically literate individual applies knowledge of concepts, principles,
What standard(s) strategies and tactics related to movement and performance.
are most relevant Standard 3- The physically literate individual demonstrates the knowledge and skills to
to the learning achieve and maintain a health-enhancing level of physical activity and fitness.
goals? Standard 5 - The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression and/or social interaction.
Include SHAPE
Standards and Wisconsin State P.E. Standards:
WI Content Standard 2- Demonstrates understanding of movement concepts, principles, strategies, and
Standards. tactics as they apply to the learning and performance of physical activities.
Standard 3- Participates regularly in physical activity.
Standard 4- Achieves and maintains a health-enhancing level of physical fitness.
What might
happen that you
might not
expect?
How will you start the lesson to engage and motivate students in learning?
Character word of the day: Love (doing your best to help a friend, family member,
or teammate)
Instant activity: Dynamic Warm Up: A combination of dynamic and static stretching will be led by
instructor to allow for appropriate warm-up before work out.
Instruction: (Body of the lesson)
____35____ Minutes
What will you say and do? What questions will you ask?
How will you engage students to help them understand the concepts?
Closure
____5____ Minutes
The next class we will be working through a workout to improve speed, agility, and quickness.
Differentiation
Learning Styles/Preferences: Will be giving verbal cues and supplying visual cues if needed.
Materials
What materials/equipment does the teacher need for this lesson?
What materials do the students need for this lesson?
Benches, dumbbells, barbells, power racks, weight plates, PVC pipes, sound system
Academic Language Demand(s):
What content specific Various terms related to each lift.
terms (vocabulary) do
students need to support
learning of the learning
objective for this lesson
What specific way(s) will Working as a group to complete the workout.
students need to use language
(reading, writing, listening Being able to read and comprehend the written instructions to complete the required w
and/or speaking) to
participate in learning tasks Students will need to be able to take verbal instructions to enhance probability of succ
and demonstrate their
learning for this lesson?
POST PLANNING: In future lessons, students focus will move from a total body emphasis
upper body, or speed, agility, and quickness emphasis.
ATTACHMENTS N/A
Lesson Plan
Name: Shaun Mattson
Unit: Athletic Based Strength Training: Lifting Day 3
Estimated Time/Length of Lesson: 50 minutes
Grade Level: High School
Central Focus Students will complete the day 3 lifts in the tier system of training with the emphasis being
What is the on upper body lifts.
Central Focus for
the content in the
learning segment?
Content National P.E. Standards:
Standards Standard 2- The physically literate individual applies knowledge of concepts, principles,
What standard(s) strategies and tactics related to movement and performance.
are most relevant Standard 3- The physically literate individual demonstrates the knowledge and skills to
to the learning achieve and maintain a health-enhancing level of physical activity and fitness.
goals? Standard 5 - The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression and/or social interaction.
Include SHAPE
Standards and Wisconsin State P.E. Standards:
WI Content Standard 2- Demonstrates understanding of movement concepts, principles, strategies, and
Standards. tactics as they apply to the learning and performance of physical activities.
Standard 3- Participates regularly in physical activity.
Standard 4- Achieves and maintains a health-enhancing level of physical fitness.
What might
happen that you
might not
expect?
Class will gather in the middle of the floor. Groups that need to
Closure finish their last set or cool down will be allowed the rest of the time
____5____ Minutes to do so if need be. A quick review of the lifts of the day will be
followed up with a class breakdown before leaving the weight room.
How will you end
the lesson?
Write out the
questions that
relate to your
learning goals and
objectives.
Questions that
Check For The next class we will be working through a workout to improve
Understanding speed, agility, and quickness.
(CFUs)
Hook to next
lesson
Differentiation Students with IEPs or 504 plans or students requiring other
accommodations:
Materials Benches, dumbbells, barbells, power racks, weight plates, PVC pipes, sound system
What
materials/equipment
does the teacher need
for this lesson?
POST PLANNING: In future lessons, students focus will move from a total body emphasis
upper body, or speed, agility, and quickness emphasis.
ATTACHMENTS N/A
Lesson Plan
Name: Shaun Mattson
Unit: Athletic Based Strength Training: SAQ Day 1
Estimated Time/Length of Lesson: 50 minutes
Grade Level: High School
Central Focus Students will complete a workout that emphasized the development of speed, agility, and
What is the quickness.
Central Focus for
the content in the
learning segment?
Content National P.E. Standards:
Standards Standard 2- The physically literate individual applies knowledge of concepts, principles,
What standard(s) strategies and tactics related to movement and performance.
are most relevant Standard 3- The physically literate individual demonstrates the knowledge and skills to
to the learning achieve and maintain a health-enhancing level of physical activity and fitness.
goals? Standard 5 - The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression and/or social interaction.
Include SHAPE
Standards and Wisconsin State P.E. Standards:
WI Content Standard 2- Demonstrates understanding of movement concepts, principles, strategies, and
Standards. tactics as they apply to the learning and performance of physical activities.
Standard 3- Participates regularly in physical activity.
Standard 4- Achieves and maintains a health-enhancing level of physical fitness.
What might
happen that you
might not
expect?
Cool Down (last 5 minutes): Workout will end with more dynamic
and static stretching to ensure proper cool down.
Class will gather in the middle of the floor. Groups that need to
Closure finish their last set or cool down will be allowed the rest of the time
____5____ Minutes to do so if need be. A quick review of the workout and character
word will be followed by a breakdown before leaving.
How will you end
the lesson?
Write out the
questions that
relate to your
learning goals and
objectives.
Questions that
Check For
Understanding
(CFUs) The next class we will be doing the day 2 lifts with a lower body
emphasis.
Hook to next
lesson
Differentiation Students with IEPs or 504 plans or students requiring other
accommodations:
Materials Footwork drill (ladders, dots, etc.) painted or taped on floor, boxes, tape measures,
What vertical jump test, sound system
materials/equipment
does the teacher need
for this lesson?
POST PLANNING: In future lessons, students focus will move from a total body emphasis
upper body, or speed, agility, and quickness emphasis.
Central Focus Students will complete a workout that emphasized the development of speed, agility, and
What is the quickness.
Central Focus for
the content in the
learning segment?
Content National P.E. Standards:
Standards Standard 2- The physically literate individual applies knowledge of concepts, principles,
What standard(s) strategies and tactics related to movement and performance.
are most relevant Standard 3- The physically literate individual demonstrates the knowledge and skills to
to the learning achieve and maintain a health-enhancing level of physical activity and fitness.
goals? Standard 5 - The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression and/or social interaction.
Include SHAPE
Standards and Wisconsin State P.E. Standards:
WI Content Standard 2- Demonstrates understanding of movement concepts, principles, strategies, and
Standards. tactics as they apply to the learning and performance of physical activities.
Standard 3- Participates regularly in physical activity.
Standard 4- Achieves and maintains a health-enhancing level of physical fitness.
What might
happen that you
might not
expect?
How will you start the Instant activity: Dynamic Warm Up: A combination of dynamic and static
lesson to engage and stretching will be led by instructor to allow for appropriate warm-up before
motivate students in work out.
learning?
Instruction: (Body of Station 1: Agility Ladders (Diagram attached after day 2)
the lesson) Groups will go through a set of various footwork drills on the agility
ladders. Drills provided by instructor (full list on whiteboard prior to
____35____ Minutes beginning workout)
Write the step by step Station 2: Dot Drill (Diagram attached after day 2)
Teaching Groups will complete several footwork patters on the dots. (full list
procedure/progression of patterns and order on whiteboard prior to workout)
here. Station 3: Spoke Drill (Diagram attached after day 2)
Groups will complete footwork drills on the spoke. (full list of
What will you say and patterns and order on whiteboard)
do? What questions
will you ask? Station 4: Line Jumps (Diagram attached after day 2)
How will you engage List of patterns to be completed on the whiteboard
students to help them
understand the Station 5: 40-yard dash (outside on track weather permitting)
concepts? If poor weather, will work on plyo boxes again similar to day 2
What will students do? Cool Down (last 5 minutes): Workout will end with more dynamic
and static stretching to ensure proper cool down.
Class will gather in the middle of the floor. Groups that need to
Closure finish their last set or cool down will be allowed the rest of the time
____5____ Minutes to do so if need be. A quick review of the workout and character
word will be followed by a breakdown before leaving.
How will you end
the lesson?
Write out the
questions that
relate to your
learning goals and
objectives.
Questions that
Check For
Understanding
(CFUs) The next class we will be doing the day 3 lifts with a upper body
emphasis.
Hook to next
lesson
Differentiation Students with IEPs or 504 plans or students requiring other
accommodations:
Materials Footwork drill (ladders, dots, etc.) painted or taped on floor, boxes, tape measures,
What vertical jump test, sound system
materials/equipment
does the teacher need
for this lesson?
POST PLANNING: In future lessons, students focus will move from a total body emphasis
upper body, or speed, agility, and quickness emphasis.
ATTACHMENTS SAQ footwork drill space drawn after day 2 lesson plan
Lesson Plan
Name: Shaun Mattson
Unit: Athletic Based Strength Training: Rainy Day/Make Up Day
Estimated Time/Length of Lesson: 50 minutes
Grade Level: High School
Central Focus Students will complete an auxiliary lift day due to it being a rainy/make up day.
What is the
Central Focus for
the content in the
learning segment?
Content National P.E. Standards:
Standards Standard 2- The physically literate individual applies knowledge of concepts, principles,
What standard(s) strategies and tactics related to movement and performance.
are most relevant Standard 3- The physically literate individual demonstrates the knowledge and skills to
to the learning achieve and maintain a health-enhancing level of physical activity and fitness.
goals? Standard 5 - The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression and/or social interaction.
Include SHAPE
Standards and Wisconsin State P.E. Standards:
WI Content Standard 2- Demonstrates understanding of movement concepts, principles, strategies, and
Standards. tactics as they apply to the learning and performance of physical activities.
Standard 3- Participates regularly in physical activity.
Standard 4- Achieves and maintains a health-enhancing level of physical fitness.
What might
happen that you
might not
expect?
What will students do? Cooldown (last 5 minutes): Static and Dynamic Stretching
(routine on whiteboard prior to start of training session)
Class will gather in the middle of the floor. Groups that need to
Closure finish their last set or cool down will be allowed the rest of the time
____5____ Minutes to do so if need be. A quick review of the lifts of the day will be
followed up with a class breakdown before leaving the weight room.
How will you end
the lesson?
Write out the
questions that
relate to your
learning goals and
objectives.
Questions that
Check For The next class we will be working through a workout to improve
Understanding speed, agility, and quickness.
(CFUs)
Hook to next
lesson
Differentiation Students with IEPs or 504 plans or students requiring other
accommodations:
Materials Benches, dumbbells, barbells, power racks, weight plates, PVC pipes, sound system
What
materials/equipment
does the teacher need
for this lesson?
POST PLANNING: In future lessons, students focus will move from a total body emphasis
upper body, or speed, agility, and quickness emphasis.
ATTACHMENTS N/A