Montclair State University

Exercise Science and PE Department

Lesson Planning and Teaching Assessment
Planning and Implementation Standard
Candidate Name: Shaila Oprah Camilo
Date: December 8th, 2016
Title of Lesson: Throwing for Points
Class Time: 50 Minutes
Target Audience/Grade Level: 2nd grade
Numbers of students in class: 20 students
Teaching Location: Gym
Goal of the lesson: To teach students how to transfer weight into the ball to throw for distance and accuracy while
incorporating mathematical addition skills.
Developmental characteristics of students: Psychomotor: The first day of physical education was one week before this
proposed lesson plan. Student have been taught how to throw and catch, however, theyve only thrown with fluff balls and bean
bags. In this lesson, the class will be transitioning from beanbags to footballs. Cognitive: Students are still learning the
throwing cues and have practice transferring weight from the back to front foot. Affective: Students get along with each other,
through they are chatty and begin to get side tracked easily. Students can be introduced to team games, however, respect and
keeping hands to themselves is key.
Description of student(s) who need accommodations: Student A struggles with ADHD. He is constantly walking getting up
from his assigned spot to walk to his friends. He often doesnt understand the directions that were explained through words. He
gets discouraged and nervous when put as the center of attention. Student A did enjoy throwing and catching last week. He gets
along with the rest class, however, he may disrupt others learning which the students may outcast him for.
Student A has a contract with the head physical education teacher and his general education teacher about not following
directions, the consequence is calling home to his parent. A visual set of rules and objective for Student A may help him stay on
task and not leave him astray to misconceptions about the learning tasks. He may also need extra help/time to complete tasks
that require a lot of directions or rules. A video and/or demonstration prior to a lengthy description of a game will be very helpful
for him. Student A is very smart in class however staying on task is the difficulty he has, this leads him to become disruptive and
defiant.
Instructional Objectives:
Psychomotor1. SWBAT demonstrate the articulation of throwing a ball (any kind) the proper and safest way which is point to
targets, raise throwing hand behind dominant ear, step with opposite foot, and throw, during the Throwing for Points
activity.
2. SWBAT perform the throwing action by transferring their weight from the back to front foot to maximize the

distance of throwing the beanbag or football, 5 out of the 6 times during the Throwing for Points activity of each condition,
in each round.
3. SWBAT perform and articulate the transfer of their weight to throw the ball for distance by staying on their back
foot and stepping into their throw dramatically then throwing at a high point than usual 4 out of the 5 times given during
the Throwing for Points activity.
4. SWBAT record their team's points on the dry-erase board to later add them up to see if theyve won the round,
every round.
Cognitive1. SWBAT identify the throwing cues point, raise, step, and throw at the targets that are worth 3, 2, and 1 point to be
able to win the round for their team.
2. SWBAT remember how to add from the general education classes to practice adding in the physical education
setting for their group.
3. SWBAT understand and choose when to throw the ball hard or softly by transferring weight from back leg to the
front leg during the Throw for Points activity.
4. SWBAT identify which targets earn more points and be able to aim at them to receive points and later add the
points up.
Affective1. SWBAT interact with peers in a respectful and kind manner by cheering and giving positive feedback throughout the
entire class.
2. SWBAT collaboratively work with their peers to add their teams points to win the round.
New Jerseys Core Curriculum Content Standards and Cumulative Progress Indicators:
2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings (i.e., skill practice)
and applied settings (i.e., games, sports, dance, and recreational activities).
2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at different levels,
directions, ranges, and pathways.
2.5.2.A.4 Correct movement errors in response to feedback.
2.5.2.B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other movement activities
CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit
numbers.
Materials and Equipment List

Projector with laptop with computer access

5 chromebooks with internet access
30 poly spots
5 cones

10 field markers
25 beans bags
25 footballs (different sizes)
10 hula hoops
5 low targets
5 high/large targets

Technology Utilized in Lesson

At the beginning of the lesson, after warm-ups, the teacher will project the students objectives for the lesson. She will project
one psychomotor objective, one cognitive objective, and one affective objective. Students will use this as their rubric to
understand what is asked of them during the class. At the end of the lesson, students will complete a kahoot.it with their
kahoot.it groups. These groups were formed during the first class of catching and throwing. These groups are placed
heterogeneously.

Time Allotment

Lesson Plan Segments

5 minutes

Instant Activity/Attendance:
The teacher will say Good
morning class and begin
attendance.
Students will walk in and sit in
their polyspots for attendance.
Any students that need sneakers
will begin to switch their shoes for
sneakers to participate for
physical education
Class Dojo points will be awarded
to students who are dressed.

Student
Formations and
Transitions
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Accommodations

Assessment:

No necessary
accommodations
for attendance.
However, if student
A seems to be off
task remind him of
classroom rules, as
they are posted on
the wall. If need be,
tell him to sit on his
polyspot as
needed, address
the class as a
whole first but if his
actions are
repetitive, address
him.

Task-related
questions:
Are you sitting on
your polyspot?
Where is your
polyspot?
What is a rule of
our classroom?

10 minutes

Warm-up:
The teacher will say go to your
shuttle spots. Students already
have assigned shuttle spots.
Students are in groups to warmup using music and practicing
their locomotor movements.
When the music starts, students
will be told which locomotor
movements is first and the order
we will go in. The students know
when to stop and that is when
theyve went back to their
starting spot.
The loco movement list is as
follows:
1. Running
2. Galloping
3. Slides looking
towards the front of the
gym
4. Slides looking
towards the back of the
gym
5. Skipping
6. Kickbutts
7. High knees
After shuttle runs are done,
students will sit down in their
shuttle spots until next activity.

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Student A has his

own polyspot and
usually always
enjoys shuttle runs,
sometimes he gets
carried away and
begins to slide on
the floor once
reaching his
destination. Remind
the ENTIRE class to
not do this! This is
a safety hazard.

Task-related:
Are you sliding to
the opposite sides
of the gym?
How do you know
when the next
person goes?
Skill-related:
What are the cues
for a skip?
What are the cues
for a gallop?

5 Minutes

Introduction/Motivation /
Anticipatory Set
Students will be told to go back to
their polyspot from their shuttle
spots. Once in their shuttle spots,
the teacher will project the class
objectives and the students will
1st read themselves and then the
teacher will read the objective
aloud. The objective will be
projected throughout the entire
class until the assessment.

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Student A will have

a hard time
bringing his
excitement down.
Allow him to go to
the bathroom to
walk around.
However, once he
comes back , he
must sit. Student A
will be allowed a
task card if need
be, he can add
stickers to check off
a task on his task
card. Student A will
be made known of
what we will be
doing this class,
Student A does well
in math, but often
strays away from
group work.

Task-related
question:
Where are you
sitting?

12 minutes

Learning tasks / experiences 1

In this activity, the teacher will
organize the students to go
behind their colored cone. Orange
will go behind the orange cone
and yellow will go behind the
yellow cone and so on.
While the teacher is setting up
the targets, the teacher will lead
students into a discussion with
the following questions:
1. How is what we are
doing today different from
what we did last class?
2. Are we including
something that you use in
your regular class?
After the discussion and the
equipment is set up, the
directions are as follows:
1. Only one person
from each group can throw
their bean bag at a time,
on the teachers cue
2. You must throw past
that 10 feet mark, but you
dont have to hit a target to
get a point.
3. Going past the 10ft
mark earns on point, hula
hoops for 2points small
targets are 3pts and large
targets are4 pts.
4. After everyone in
your team has gone, the

O- large targets
o- small targets
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O Oo OOo OOO
OO o O
OO
O O o O O

Student A will
continue to have
his task card and
be reminded it stay
still and listen to
instructions and
participate in the
discussion. Try
asking Student A
what does he think
about adding
during the activity?
This encourages
him to stay
engaged.
Allow student A to
be writer during the
adding activity.
His task card will
have every task
including the
Kahoot.it
assessment.

Task-related
questions
What color cone is
the orange team
going to ?
Skill-related
questions:
How is what we are
doing today
different from what
we did last class?
Are we including
something that you
use in your regular
class?

12 minutes

writer will write down all

the points earned of their
team and add with the help
of the peers in the group.
5. Use the dry-erase
boards to had your
answers.
6. Try to hit different
targets and use the cues
for throwing that you
learned last class.
One group will demonstrate, the
teacher will take any questions
after the demonstration.
Students will participate in 2
rounds of this activity with bean
bags.
Culminating activity
This culminating activity is just as
the activity before but this time
the students will be using a
football. The teacher will go over
the footballs parts and will teach
the students how to hold and
throw the football.
1. Show the footballs
laces
2. How to hold the
football
3. Following through
with the football
Students will still be throwing for
points and still adding the points
together once the how team is
done.
Targets are still valued the same

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O Oo OOo OOO
OO o O
OO
O O o O O

Student A will
continue to have
his task card and
be reminded of the
rules and cues just
as everyone else in
the classroom.

Task-related
When can you
retrieve your
footballs in the
playing field?
Where are we
writing our
answers?
Skill-related:
Do you think that I
want
your form to
change?
Do you think your
form should change

points.

Students will play 2 rounds of this

activity with the footballs.
Lesson Closure
Students will be grouped prior to
the class for their assessment.
During the closure of the lesson,
students will be placed in their
groups to answer their Kahoot it
questions. Each group will receive
a chromebook, they will log in
and go on to kahootit. The
teacher will have the log in ID for
kahootit projected from the
laptop. Once students log in with
the ID each group will have to
answer a series of questions. At
the end the students and teacher
will have their scores recorded.
The kahoot.it questions are:
1. When throwing at a farther
target should you throw?
a. Hard
b. Soft
c. Left
d. right
2. Which of the following does
not help teams work together
a. Listening
b. Yelling
c. Understanding
d. talking
3. How do you throw further?
a. Transferring your

now that you are

throwing a football?
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Student A will have

access to these
questions prior to
the class. So he
recognizes these
questions, and his
aid will work closely
with him. He will
also have his task
card, allow him to
be the grouper
leader today.

Skill-related:
1. When throwing
at a farther target
should you throw?
e. Hard
f. Soft
g. Left
h. right
2. Which of the
following does not
help teams work
together
e. Listeni
ng
f. Yelling
g. Under
standing
h. talking
3. How do you
throw further?
e. Transf
erring your
weight from
the back to
front foot
f. Walkin
g
g. Runnin
g
h. Stomp
ing as hard

weight from the back to

front foot
b. Walking
c. Running
d. Stomping as hard as
you can

as you can