Student Teaching Example Lesson Plan

Name: Grant Erickson

Lesson Title or Subject/Topic: Bowling (Day 4)
Unit: Bowling
Date: November 15th, 2014
Estimated Time/Length of Lesson: 35 minutes
Grade Level: K-6
Central Focus
What is the
Central Focus for
the content in the
learning segment?

Students will properly be able to identify what we have learned in the past 3 days and be
able to successfully play a game of bowling.

Content
Standards

National P.E. Standards:

What standard(s)
are most relevant
to the learning
goals?

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.
Wisconsin State Teacher Standards:
Teachers know how to test for student progress.
Teachers communicate well
Teachers know how to teach

Include SHAPE
Standards and
WI Content
Standards.
Student
Learning
Goal(s)/
Objective(s)
What are the
specific learning
goal(s) for
student in this
lesson?

LEARNING GOALS
OBJECTIVES
Psychomotor TSWBAT demonstrate both the pendulum style bowl and the three
step bowl technique properly when bowling at an 80% success rate.
Cognitive TSWBAT describe both the steps and throwing techniques on the
assessment that is given to them during class.
Affective TSWBAT work in groups with different skill levels when they are
participating in the bowling games.

Safety
Statement

The teacher will closely monitor the students when performing the bowling techniques also
the students will have plenty of space to work on these skills.

Assessment of
Learning

Students will have to identify the main goals of the lesson by reading the whiteboard.

Describe your
formative and
summative
assessments you
will use.

What have you learned from the assessment and was it challenging?
How can bowling be used outside the classroom?
What cooperation skills have you used today?

Learning
Environment/
Behavior
Expectations

Students will have all different skills levels when completing these activities. Make sure you
can challenge each student in different ways and adapt to students who are struggling more
than others. The teacher will always be going around giving encouragement to students and
making sure they are on task.

What procedures
will you use to
ensure students
are safe, on task
and engaged?

Expectations: If students start to get off task or start creating problems for others, you may
have to switch the groups up or make them switch to an alternative less fun activity by
themselves still working on the same skills of bowling.

What might
happen that you
might not
expect?

Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.
Instant Activity: Students will play a game that allows them
Launch/
Motivational Set
to practice the terms and techniques we have used in class
_____3-5_____
this far, and prepare them for the assessment they will have
Minutes
after the instant activity. Pins will be placed throughout the
gym with questions taped to them and the answer taped to
How will you start the
the bottom of the pin. The student will have to walk/skip/run
lesson to engage and
up to the pin, read the question then must use the correct
motivate students in
pendulum arm throw with a three step bowl to knock over the
learning?
pin and see the correct answer. Make sure each student gets
to each pin.
Instruction: (Body of
the lesson)
_____20-25_____
Minutes
Write the step by step
Teaching
procedure/progression
here.

Tasks
(Extensions)
activities for
the whole
class.
Example: Hit
the ball over to
your partner
10 times.

What will you say and

do? What questions
will you ask?
How will you engage
students to help them
understand the
concepts?
What will students do?

Cues
(refinements
) Simple
secrets to
improve
performance.
Example: Hand
in the cookie
jar.

Challenges :
(Applications)More game like
chances to
practice the
same tasks at
the same
difficulty level.
Example: 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.

Demonstration #1:

Activity 1: Students will take the assessment the teacher has

prepared for them based around the skills and terms they have
learned the previous three days in the class. Make sure to give
students plenty of time to take this, when students finish they will

sit in their bowling groups until the last person is done. ( 10-12
minutes)

WRITE OUT TRANSITION DESCRIPTION going into and out of

each of the Tasks: In their bowling groups they will begin to set up
their lanes by setting up cones getting the bowling balls ready
and the scoring sheets with a writing utensil.
(2 minutes)
Demonstration #2:

Closure
_____3-5_____
Minutes
How will you end the
lesson?
Write out the questions
that relate to your
learning goals and
objectives.
Questions that Check
For Understanding
(CFUs)
Hook to next lesson
Differentiation

Activity 2: In the groups assigned to them students will play out

as many frames of bowling as possible for the rest of the class
period. The same rotation will take place within the group of 4, one
will be pin setter, one will be keeping score, one will be bowling and
the other one today will be jumping rope again to stay physical
active.
( 12-15 minutes)

Once students have finished with the final activity I will have the students put all
equipment away and to sit somewhere inside the circle in the middle of the gym. I
will then ask the students to answer the questions I had asked them at the beginning
of the class period.
What have you learned from the assessment and was it challenging?
How can bowling be used outside the classroom?
What cooperation skills have you used today?

Next lesson we will be doing a challenge between groups and having competitions of
bowling through the same rotations we have used today during the lesson.
Students with IEPs or 504 plans or students requiring other
accommodations:
Gifted/Talented Students: N/A
Language Differences (ELL): N/A
Learning Styles/Preferences: Will be giving verbal cues, visual
demonstrations, and putting words on board to read and visually
see.

Materials
What specific
materials/equipment
does the teacher need

15 Score Sheets (1 per group of 4)

50 Pins (10 per group of 4)
10 Jump ropes (1 per group of 4)
1 ball per student (Type of ball depends on surface)

for this lesson?

Tape
Cones

What materials do the

students need for this
lesson?

Academic Language Demand(s):

What content
specific terms
(vocabulary) do
students need to
support learning of
the learning
objective for this
lesson
What specific way(s)
will students need to use
language (reading,
writing, listening and/or
speaking) to participate
in learning tasks and
demonstrate their
learning for this lesson?
Describe the language
function and demands
required a how you will
support your students
during the lesson.
EVALUATION OF
LESSON

Competition- an event or contest in which people compete.

Success- the accomplishment of an aim or purpose.

Read and learn the questions and answers during the instant activity so during the assessmen
chance to succeed.

Communicate with your group members on rotations and being on task the whole time and w
successful as possible.
Listen to the teacher when he stops the class to gives tips and tricks throughout the day to
help the students maximize their skills.

Students will be able to identify all the terms and techniques we have used throughout the la
assessment they are given at the beginning of the class period.
PRE-PLANNING: Explain if their was previous instruction in this activity (
levels)

POST PLANNING: Assessment informs Teaching: what are future need

assessment results.

TEACHER REFLECTION NOTES:

ATTACHMENTS

Bowling Assessment attached to the back of Unit Plan will be given to each student to comp

Resources:
List
references
and
Other
Resources
used to
support or
develop the
lesson.

http://curriculum.austinisd.org/pe_health/hs/pe/documents/PE_912_912IS2_att_bowling_bowlingcurriculu