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Lesson Plan Six

Name: Eric Liegel


Lesson Title or Subject/Topic: Omnikin Kin Ball
Unit: Omnikin Ball
Date:
Estimated Time/Length of Lesson: 50 minutes
Grade Level: Middle School
Central Focus
What is the
Central Focus for
the content in the
learning segment?

Content
Standards
What standard(s)
are most relevant
to the learning
goals?
Include SHAPE
Standards and
WI Content
Standards.

Use will use skills, strategies, and techniques learned throughout the unit and apply them to
the game called kin-Ball.

National P.E. Standards:


Standard 2- The physically literate individual applies knowledge of
concepts, principles, strategies and tactics related to movement and
performance.
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.

Wisconsin State Teacher Standards:

Teachers communicate well.


The teacher uses effective verbal and nonverbal communication
techniques as well as instructional media and technology to foster active
inquiry, collaboration, and supportive interaction in the classroom.

Teachers know how to test for student progress.


The teacher understands and uses formal and informal assessment
strategies to evaluate and ensure the continuous intellectual, social, and
physical development of the pupil.
Student
Learning
Goal(s)/
Objective(s)
What are the
specific learning
goal(s) for
student in this
lesson?

LEARNING GOALS
-Students will apply skills, techniques, and strategies learned into kin-ball.
-Students will score 75% or higher on an end of the unit summative exam on skills,
techniques and strategies in the game of kin-ball.
-Students will use teamwork, cooperation, and show good sportsmanship throughout the
game.
OBJECTIVES
Psychomotor The student will be able to use skills learned like the serve and how
to catch the omnikin ball as a team in the sport of kin-ball. When serving, three of
their group members will be used as a tee with their arms holding the ball above
their head, themselves down on one knee, and their head down. The server will use
either a volleyball pass form, or use both their arms like a bat. When serving, they
will make a fist with one hand, and wrap their other hand around that fist. They will
call out omnikin and a color, and strike the ball with their elbows bent a little for
safety reasons. When catching the ball, students will keep the ball in the air while
their teammates run to the ball and help catch it.
Cognitive - The students will be able to explain and demonstrate how to properly
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serve and catch the omnikin ball. When serving, three of their group members will
be used as a tee with their arms holding the ball above their head, themselves down
on one knee, and their head down. The server will use either a volleyball pass form,
or use both their arms like a bat. When serving, they will make a fist with one hand,
and wrap their other hand around that fist. They will call out omnikin and a color,
and strike the ball with their elbows bent a little for safety reasons. When catching
the ball, students will keep the ball in the air while their teammates run to the ball
and help catch it. The also will be able to explain some basic strategy about serving
and when playing defense.
Affective - Students will stay engaged and actively participate throughout the
lesson. They will follow directions, and take care of the equipment. Throughout the
lesson their will demonstrate personal and social behavior by being a good teammate
and showing cooperation and sportsmanship.

Safety
Statement

I will ensure that I have gone through all of the safety protocols before each activity. If I
notice students are not following directions or breaking the protocol I will address the
issues. Groups will have proper space between them, so they dont have to worry about
running into each other or having any issues.

Assessment of
Learning

Summative Unit Exam


Observation during game play

Describe your
formative and
summative
assessments you
will use.
Learning
Environment/
Behavior
Expectations
What procedures
will you use to
ensure students
are safe, on task
and engaged?

Expectations: I expect my students to stay on task and actively


participate throughout the lesson while trying their best. I also expect
that my students take care of the equipment and show respect for self
and others at all times. We will go over teamwork, cooperation, and
sportsmanship as that is a key component of this unit, and I expect that
they demonstrate those things throughout the lesson.

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: Outbreak- There are two teams for this activity.
Launch/
Motivational Set
Each team will have their own color ball. One team will be
10 Minutes
designated the antibiotic, the other the virus. The objective of
the game is for the antibiotic team to touch their ball on the
How will you start the
virus ball. No player from either team in possession of the ball
lesson to engage and
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motivate students in
learning?

Instruction: (Body of
the lesson)
30-35 Minutes
Write the step by step
Teaching
procedure/progression
here.

may move their feet while in possession of the ball. The balls must
be passed among teammates to accomplish the task. Each team
will have 1 minute to complete the task. If the antibiotic ball
touches the virus ball before the time is up, the antibiotic team
will earn a point and the roles will reverse. If a minute is over and
the antibiotic were not able to complete the task, the round is
over, not points are awarded and the teams reverse roles.
ADAPTATION If the virus team is doing a good job blocking the
ball with their bodies, then the rules can be changed
so that if the antibiotic ball touches the virus ball or a person
holding the virus ball then the objective is complete.
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?

Closure
5 Minutes
How will you end the
lesson?
Write out the questions
that relate to your
learning goals and
objectives.
Questions that Check

1.
2.
3.
4.
5.
6.
7.
8.

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.

Greet Students
Hand out unit exam and unit assessment
Explain the instant activity called outbreak
Outbreak
Explain kin-ball
Split class into 6 teams of 5
Kin-Ball
Closure

Demonstration #1: Kin-Ball- There will be two teams playing against each other and
regular kin-ball rules will be used. One team will serve it, while the other team tries
to catch it. They can serve it any direction so team on defense needs to be ready in
every direction. If the ball hits the ground, the serving team gets a point.
-Ask the students what the central focus of the day was?
-Ask the students to talk about strategy used in the game of kin-ball, and what they
found most challenging.
-Ask the students how they can use these things outside of class.

For Understanding
(CFUs)
Hook to next lesson
Differentiation

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
for this lesson?

Pencils
6 Omnikin Balls
Pennys

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

Teamwork
Cooperation
Sportsmanship

What specific way(s)


Students will use techniques and strategies taught in a culminating activity that leads up to k
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

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

Include any assessment, task cards, exit slips you used): Describe and numbered.

Resources:
List references and
Other Resources
used to support or

www.PErocks.com
www.omnikin.com

develop the lesson.

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