Lesson Plan




Teacher Candidates(s):   Nicole DeSalvia


Bold Teaching Style:       **Command        *Practice        Reciprocal          Self-Check           Guided Discovery

                                           Inclusion          Convergent       Divergent            Jigsaw                  Cooperative


Objectives (Be sure to include Situation, Task and Criteria for each objective)

Assessment Tool &

When it is used

Length of class:      mins


1A / 1

1. By the end of the lesson students should be able to complete the partner side by side jump ten times in succession and also complete the 2 in 1 rope side by side alternating partner jump.

Unit:  Partner Jumping



2A /  5

2. Throughout the lesson students should respect each-other's space by maintaining a ten ft. space between pairs and properly fold ropes and put them away.

Equipment: Orange Jump Rope


1A /  2

3. At the closure of the lesson students will be able to recite the cues of both a side by side partner jump and 2 in 1 side by side alternating partner jump.

References:  (e.g. Book, course packet, pg #, complete web address URL): 

Safety Statement

2  / 5

4. Please respect the space around you and equipment used in class

NYS Learning Standard 1 – Personal Health and Fitness

1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities.

1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition

NYS Learning Standard 2A Safe and Healthy Environment 

2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity.

2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication.

2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.

NYS Learning Standard 3Resource Management

3a. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity.

3b. Students will be informed consumers and be able to evaluate facilities and programs.

3c. Students will also be aware of career options in the field of physical fitness and sports

NASPE Content Standards – A physically educated person:

1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

2. Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.

3. Participates regularly in physical activity.

4. Achieves and maintains a health-enhancing level of physical fitness.

5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction

What is the ongoing fitness theme or emphasis in this lesson?

Health-related Fitness (HRF)


            (Please Bold)

Cardiovascular endurance                               Muscular strength

Muscular endurance                                        Flexibility

Body composition

Explain how it is developed and where in the lesson it occurs:

Cardiovascular endurance is seen with both jumps done for a good amount of time.

Skill-related Fitness (SRF)


            (Please Bold)

Balance                                                   Coordination


Reaction time



Explain how it is developed and where in the lesson it occurs:

Jump rope embodies a lot of skill related fitness. Balance,coordination, agility, reaction time and speed are all improved with using jump rope.

(i.e. Concepts taught, goals, estimated MVPA through a game/activity, heart rate, RPE, step counts, FITT, etc.)

(i.e. Concepts taught, goals, FITT,  etc.)

Lesson Components

Time (mins)

Organization &



Adaptations Assessments, Reminders

Instant Activity


Jump to music

Everyone grabs one jump rope and freely moves about the gym jumping however they are comfortable.

Introduction, Signal for 1Attention,



When Music stops transition

Intro to different jumping skills- Side by Side Jumps- "Ready/Set/Go/ Jump/ Jump/Jump


Demo both jumps with rope in slow speed, then regular speed while reciting the cues.

Body of Lesson

(Lesson Focus)

Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet within the selected level of (PC/C/U/P) for the class.  

Tasks (Extensions) - Activities for the whole class. E.g. Hit the ball over the net to your partner 10 times.

Cues (Refinements) – Simple secrets to improve performance. E.g. Low to high

Challenges (Applications) - More game-like chances to practice the same tasks at the same difficulty level. E.g. In 90 seconds, see how many times you can hit the ball to your partner.

Modifications –

Add modifications to make the tasks easier and harder according to the skill level of the students.

Adaptations Assessments, Reminders

1. Practice Side by Side jump first. Attempt to get 10 in succession with you partner

1. Light on your toes, "Ready, Set, Go- Jump, Jump" varry speed

1. More than ten jumps in succession, speed up, levels.

Easier - Slow pace-10 jumps

Harder -  Fast pace, as many jumps as you can in 30 seconds

2. 2 in 1 rope side by side Alternating Jumpers

2. light on toes. "Ready, Set, Go, partner A, partner B"

2. More than ten jumps in succession, higher speed, "PartnerA, Parntner A, Partner B, Partner B"

Easier - Slow pace- 10 jumps

Harder -  Fast pace, as many jumps as you can in 30 seconds




Easier -

Harder -  




Easier -

Harder -  




Easier -

Harder -  

Activity close (Optional)

Lesson Closure,

Hook to Next Lesson

Next Class we'll learn the side by side FULL turn

Evaluation of Lesson

Pre-planning: Previous instruction in this activity (earlier grade levels)

Post-planning: “Assessment Informs Teaching:” future needs based on assessment results

Teacher Reflection Notes: