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Teacher Candidate(s): Brandon Loomis & Mark Balkwill Lesson Plan 1 of 1

School: Randall Elementary School

Date: 10/22/2013 Grade: 3rd grade # in class: 24

NYS/National Standards

Unit/Activity: Mastering proper throwing technique Central Focus: Students will be able to perform the overhand throw at a minimum level of control according to the GLSP and display fair accuracy, throwing within 5 feet of their target.

Domains

Objectives Situation / Task / Criteria 1A/1,2 1. During the game of Guard the Castle students will consistently demonstrate 2 of the 4 cues for throwing 2. During the game of Guard the Castle students will share yarn balls with their teammates when they have more than one and their teammate has none. 3. Throughout class students will be able to recite at least 2 cues of throwing when questioned by the teachers. Support, name, identify, accurately, lightly, and heavily

Assessment Tool

Length of class: Teaching Styles:


Command Practice Reciprocal Self-Check Inclusion Discovery Problem Solving Cooperative Stations Jig-Saw

40 mins

Psychomotor

Affective

2A,2B/4

Teacher Observation/1 on 1 feedback for students demonstrating poor technique Teacher Observation/questioning during closure

1A/
Cognitive Academic Language Used Common Core Standards Literacy 2/4 Safety Statement

Questioning by teacher

CCSS.ELA-Literacy.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
There are a lot of us moving around in the gymnasium so we need to keep our head up and eyes open at all times. Remember to respect everyones general space and to have great, safe fun.

Questioning during demonstrations and closure

Equipment: 4 cones, 30 yarn balls, 24 bowling pins, stereo

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

http://physedgames.com/
National Standards The physically literate individual: 1. Demonstrates competency in a variety of motor skills and movement patterns. 2. Applies knowledge of concepts, principles, strategies and tactics related to movement and performance. 3. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. 4. Exhibits responsible personal and social behavior that respects self and others. 5. Recognizes the value of physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction.

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 2 A 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 3 Resource 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

Health-related Fitness (HRF) NYS LS 1B (Please Bold) Cardiovascular endurance Muscular strength Muscular endurance Flexibility Body composition

What is the ongoing fitness theme or emphasis in this lesson? Explain how it is embedded and where in the lesson it occurs: Skill-related Fitness (SRF) -Cardiovascular endurance will be challenged during the warm up NYS LS 1A as students run around the cones for roughly 5 minutes (Please Bold) -Muscular strength can be challenged when students make long Balance distance throws to try and knock down the opposing teams cones. Coordination Agility Reaction time Speed Power

Explain how it is embedded and where in the lesson it occurs: -Coordination can be seen throughout the lesson when students perform various locomotor skills in the warm up as well as when they are throwing in Guard the Castle -Reaction time can be seen if a student chooses to attempt catching a ball that is thrown at their castle by an opposing team

(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

Description

Adaptations, Assessments, Reminders CFU, Academic Language

Instant Activity

Transition Introduction, Signal for Attention, Hook SSSSS SSSSS SSSSS TT (Mr.Hughes introduction) Good morning class, by a show of hands, who remembers our names? We are going to be working on throwing today and have some great games for everyone today. There are a lot of us moving around in the gymnasium so we need to keep our head up and eyes open at all times. Remember to respect everyones general space and to have great, safe fun. Remember that when the music stops and we say freeze, everyone needs to stop where they are and look at us for further instruction. Teaching Progressions Show some of the major tasks/activities listed on your Activity Progression Worksheet. Cues (Refinements) Variations / Modification Simple secrets to Add variations to make the tasks easier and harder improve performance. according to the skill level of the students (lower E.g. Low to high and higher skilled students). Everyone remembers the warm up that we do every day, so when I say go, we need every one to get up, find open space around the cones, and begin running once the music starts. 1. Students will run at a consistent pace for the 1. Eyes open Easier Run at a consistent pace for the entire duration of one to two songs played on the stereo. 2. Head up length of the song(s) They will be encouraged to perform various 3. Respect Space locomotor movements throughout the warm-up Harder - Challenge yourself to do more than one going lightly as well as heavily when instructed. locomotor skill, changing the skill each lap. Everyone go back to your squads! Cone people can return the cones to their proper spots. Now everyone pay attention for the instructions for the next game. Teachers will review the proper cues for throwing: Step in opposition, Point to target with non-dominant hand, bring the ball back (loading phase), Follow through to the knee. Questioning: -Demonstrate an improper throw and have students by raising their hand say what was incorrect. -Ask who can state at least 2 cues -Have a student demonstrate proper throwing technique. Tasks - Activities for the whole class. E.g. Hit the ball over the net to your partner 10 times. 2. Guard the Castle: Split the gym into 4 sections with 4 groups of 6 in each section. These sections represent kingdoms that each team will name. The objective is to knock down the opposing kingdoms bowling pins (6 pins in each kingdom). Each student is responsible for remembering which in pin is theirs. If a pin is knocked down, the only way to pick it back up is to catch a ball thrown by an opposing kingdom. 1. Step in opposition 2. Point non-dominant hand 3. Loading phase 4. follow through to the knee Adaptations, Assessments, Reminders CFU, Academic Language

5 mins

We dont want to see any one with strikes today!

1 min

Demonstration #1 S< S S< SSS > S S > S SSS

5mins

Academic Language: Lightly and heavily

1 min Body of Lesson (Lesson Focus) 2 mins

Transition

Demonstration #2

CC

SSS SSS 12-17 mins SSS SSS

SSS SSS SSS SSS

Easier Throw with your dominant hand Harder - Try throwing with your non-dominant hand

AL: -Support your teammates -Name/identify your kingdom - Throw accurately at the pins

1 min

Transition

Stop the music and say freeze. Students will drop any balls they have and place their attention on the teachers. When we say go,

Lesson Closure, Hook to Next Lesson

kingdom X and Y will collect the bowling pins and kingdom A and B will collect the yarn balls. Once all the equipment is collected, return to your squads and wait for further instruction. Great Job today everyone, I saw a lot of good throws and some great teamwork and sportsmanship! A few people still need to pay more attention to the cues and work on throwing but overall everyone did great! Checking for understanding: SSSSS -Who can tell me one of the cues for proper throwing technique and why its important SSSSS 3 mins -Who can tell me another SSSSS - TT - Who wants to demonstrate for the class on last time how to properly throw? (Pick squads that are sitting nicely to line up at the door so that the teacher can collect them) Pre-planning: Previous instruction in this activity (earlier grade levels) Post-planning: Assessment Informs Teaching: future needs based on assessment results

CC

Evaluation of Lesson

Teacher Reflection Notes: The majority of students display flawed form in throwing, leaving myself and Mr. Balkwill to give a lot of individual feedback throughout the game. At times, we would stop play and bring the class to the center circle to go over proper throwing cues; using students to help demonstrate in front of their peers if they felt comfortable.. After taking five minutes to review the skill, throwing technique dramatically improved. Noticing common errors in form, such as stepping with the same foot as their throwing arm, future lesson plans will have more games that isolate the motion before getting into larger game play Sportsmanship was phenomenal and the class was praised by receiving the maximum amount of stars they could receive for physical education. (Include any assessment, task cards, exit slips you used): Describe and number

Attachments

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