Lesson Plan #4: Deal or No Deal

Subject and Generic Physical Education/9-12 grades

Level:
Lesson Focus: Skill to be taught: Deal or No Deal game

Lesson Plan
Components
NASPE Standard(s) Standard 1 The physically literate individual demonstrates
competency in a variety of motor skills and movement patterns.
Standard 2 The physically literate individual applies knowledge of
concepts, principles, strategies and tactics related to movement
and performance.
Standard 3 The physically literate individual demonstrates the
knowledge and skills to achieve and maintain a health-enhancing
level of physical activity and fitness.
Standard 4 The physically literate individual exhibits responsible
personal and social behavior that respects self and others.
Standard 5 The physically literate individual recognizes the value
of physical activity for health, enjoyment, challenge, self-expression
and/or social interaction.
Specific Learning Psychomotor Objective: TSWBAT execute a multitude of
Outcome(s) exercises.
Cognitive Objective: TSWBAT accept or decline the exercise
presented to them.
Affective Objective: TSW wait patiently for their turn.
Focus Statement or I can efficiently complete each exercise given to me and my
“I Can” Statement teammates.
I can work well with others.
I can have a good attitude even when I don’t want to do an
exercise.
I can consult my teammate before I make my decision.
Academic Vocabulary CUES:
(content specific) Deal
No deal
Suitcase
Team
Exercise
Procedures Get Ready to Learn
 TTW split the class into 2 teams leaving a large gap between
the two teams.
 TSW spread out (arm distance apart). There should be four
lines for each team.
 TSW sit down and listen to instructions.
Instruction
 TTW explain the following instructions to the class:
 TS on the first team will choose a numbered case. The team
then has a decision to make. They can either choose “deal”
which is to accept or “no deal which is to decline. If they accept
the team has to do the exercise. If they decline the other team
has to do that exercise and the original team will do the “no
 deal” exercise. It is now the next teams turn to choose a
numbered case.
Guided Practice
 TTW walk around to each team with a microphone.
 TTW start with the team on the and choose one student to pick
a numbered case.
 TSW choose a case.
 TTW then click on the case chosen by the student and an
exercise will emerge.
 TSW will consult with their team if needed and say “deal” or “no
deal”. If the team chooses “no deal” the other team HAS to do
that exercise. There is a “no deal” icon that the teacher will click
on. Another exercise will emerge for the original team.
 TTW will click back to the home screen to return to the full
screen of numbered suitcases to continue the game. It is the
team on the left side’s turn.
 TTW walk around to ensure all the students are doing the
exercise.
Guided Independent Practice
 TSW participate in each exercise assigned to them while
having fun.
Closure
 TTW instruct all students to come together and have a class
discussion about the activity.
 TSW talk about what they enjoyed about the activity and what
they did not enjoy.
Materials include Materials needed for the lesson include the Resource:
Resource  Projector
 Sound system
 Deal or no deal game
 Lesson plan acclimated from: www.digitalwish.com
Assessment  Observation/Teacher
Differentiated Enrichment (For those who DO “get it”; then what?
Instruction
 TTW double the exercises if they are more athletic and skilled
than the other students.
Accommodation/Modifications (IEP, ELL)
 TSW cut the number of reps in half if they are struggling to
complete the exercises.
Remediation/Reteach/Intervention (For those who DO NOT
“get it”; then what?
 TTW work with student’s one on one to ensure they understand
the instructions.
Reflection of lesson The students and teacher will reflect on the lesson at the end of
taught: class.