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Instructions: Search The Internet to find a lesson plan you would like to use for a grade level of your
choice. Fit the lesson plan into the form below and come prepared to demonstrate it in class. Upload to
Blackboard assignments by July 9th.


STANDARD : Write out completely (Add PE Frameworks page #)

1.8 Throw a ball for distance, using proper form. (pg. 9)

1.9 Catch a gently thrown ball above the waist, reducing the impact force. (pg. 9)
1.10 Catch a gently thrown ball below the waist, reducing the impact force. (pg. 9)

Jugs lite flight softballs (soft and light weight)

Students will be able to throw a ball for distance with proper form.
Students will be able to properly catch a ball below and above the waist.
Describe the lesson components with detail so What must you do to be ready/preplanning
that any substitute teacher could teach the to teach each lesson component point?
lesson and so that any supervisor could easily
see what you are planning to do. Note: edTPA
Tasks require this same type of descriptive
Min. Opening /Introductory Activities (What you will Step 1
10 do to get students ready to receive instruction Dismiss students by tables
for this standard)

Once the students have put away their Step 2

Language Arts materials, they will be Walk outside to the blacktop
dismissed by tables to line up at the door. After
all students are dismissed and quietly waiting
at the door we will walk to the blacktop as a Step 3
class. When arriving to the blacktop I will Number off students by 4s, and have them get in
number off the students by 4s to start their line to warm up.
line stretches. They are familiar with this form
of stretching and already know the process.
The students will create a line with their group
members. I will be at the front where students
can see myself demonstrating at least 5 major
stretches that they must mimic. Once we have
finished those stretches and everyone is
warmed up they will have a seat where they
are standing in their line.

5 Instruction/Skill Development/Concept (What Step 1

you will do to instruct the students on this Have students take seats

After students have taken their seats in their

line I will explain the activities and procedures Step 2
that we will be doing. I will start with a Demonstrate proper catching form above waist
demonstration of how to appropriately catch a and below waist without ball being thrown.
ball below the waist as well as above the waist.
I will explain that this reduces the force of Step 3
impact making it easier to catch. This Demonstrate proper throwing form without
demonstration will be done without a lite flight throwing ball.
ball being thrown first. This is so students can
see the proper form without interference. Then Step 4
I will have the teacher aide throw the ball to Once all appropriate steps are demonstrated, I
myself. I will show the class how catch a ball will do so with the aide so they can see how to
depending on where it is thrown. Next, I will catch when a ball is coming towards them and
have the aide throw the ball again to either how to release the ball
above or below the waist, or opposite of the
last throw. Then I will demonstrate the
appropriate form of throwing a ball without
releasing the actual ball. Once this has been
reviewed I will throw the ball to the aide so the
students can see and understand how and
where to release the ball.

20 Effective Practice Activity (How you will have Step 1

students practice this standard) Exemplify appropriate spacing, and positioning
and help students get to their positions
After all demonstrations have been done, and
questions have been answered students will
stand up and pair up with their shoulder buddy
in their line. The partners will spread out Step 2
across the black top all in the same direction. Start drill and assist students with catching and
This should look like 2 long lines, which they throwing. Also, make modifications in throwing
will be throwing and catching with their distance according to their showed work.
partner across from them. (Look at the picture
below for an example. Numbers 1 and 2, 3 and
4, 5 and 6, and 7 and 8 are partners. Numbers
7 and 8 are just walking to their positions in
line.) Students must be at least 8 feet apart
(from their non-partners) which will also be
exemplified, and corrected if necessary when
walking around and assisting. Once they are in
appropriate positions they can start playing
catch and throwing to one another. As students
start to catch and throw with one another they
will start about 15 feet away to start with their
partner. This will be modified for advanced or
struggling students, but this is a guideline. As
they progress I will tell students to take a
couple steps back to work on throwing for
distance. I will also be giving further assistance
and praise to students upon their behavior as
well as techniques. If students need further
instruction as a class I will halt students and
make any further announcements about
technique or mechanics to help the students
with these skills.
10 Closure (What you will do to help students Step 1
remember this instruction and how they might Dismiss students back to their original lines for
keep on practicing independently) free stretch and collect materials

After about 20 minutes of catching with one

another and increasing distance as well as Step 2
speed of throws; students will get back in their Ask overview questions and explain their task of
lines they did their stretching in. A whistle will playing catch that they must complete at home.
be used to notify the students to freeze and
listen to further instruction. They will be sent
to their line by their numbers, and bring the
lite flight balls back to their line. Once all
students are back in their original spots I will
walk around collecting the materials and this
will be free stretch of their choice unless they
become off task and need instruction. While
students are stretching we will be going over
things we learned. I will ask students if they
would like to share something new they
learned. Once about 3 to 4 students have
shared I will do a brief overview of the things
we learned. To help students remember this
instruction I will ask them to spend 5-10
minutes playing catch and throwing with
another individual when they get home. If they
dont have a person to play catch with I will ask
that they find a park, or school that has a
handball wall to throw to and catch with. The
students can also ask their parents/guardians if
they can use the wall on the side of the house.
When using a handball wall, or house wall they
must use a whiffle ball or lite flight ball. If they
do not have one I have extras to lend out for
their use of practice. This is also a great way
for students to improve their skills
Throughou Assessment: How will you assess progress in Step 1
t lesson this standard? (refer to pages in the PE Assess students at the beginning of the unit with
Framework that support your plan) a checklist

I will assess student progress according to the

individual as well as the standards. Progress Step 2
will be assessed with a checklist evaluating the Assess students at the end of the unit with a
student and their techniques in the beginning checklist to track progressions that have been
of the unit in comparison towards the end. This made.
will show if progression has been made upon
areas such as technique, consistency, distance
in throw, ability to catch and throw properly, as
well as other particulars. Although some
students display the appropriate skills they still
are being assessed upon their progression.
This includes their effectiveness and
consistency. Students are not expected to
obtain these skills right away. This is a process
that takes much practice. Whatever the
students are able to appropriately demonstrate
in regard to catching and throwing will be built
off of. Some students will be starting at the
beginning of the learning process while some
have already achieved this skill. Student
progress is individual and according to their
own skills and journey. Improvement does not
depend on where the student started with their
skills but rather where they ended. If they are
unable to do certain skills or aspects then
further practice as well as assistance is
required for the students to become competent
in those skills; which is also visible with the

Throughou Class Management (How you will manage this Step 1

t lesson instruction so that all students learn well) Remind students their responsibility when the
whistle is blown
To help manage instruction I will include a
whistle for students to halt what they are doing
and listen for the next set of instructions. This
whistle will be used to give further directions,
information, and assistance to the class.
Whenever the whistle is blown the students are
to stop where they are and look at myself
where I will then notify them of the next step
or steps they have.

Modifications for Special Types of Learners

(Refer to PE Frameworks and provide page
ELD Learner: Step 1
Provide the student with this video link of how to
Strengths: The ELD Student is a visual learner. This catch and throw in their home language
student is a hard worker that displays appropriate (
work ethic and completes all tasks that are asked. v=tZENNjCpVik).

Weaknesses: The ELL is not sociable with students,

and does not engage in conversation or interaction Step 2
with others. This student also has lower Provide one-on-one modeling with student
comprehension skills which hinders their interaction.

Your intervention or adaptation: For this ELL I will Step 3

provide one-on-one modeling since the student is a Pair the student with a sociable student that is
visual learner. I will also assure to partner the student also competent in English.
with a sociable student that is also competent in
English. Therefore, this student has an appropriate
example of language skills, and is able to conversate
and practice those skills easier. I will also provide the
student with this video link to watch prior to class as
well as at home (
v=tZENNjCpVik). This video includes proper
instruction of catching and throwing a ball in their
home language. Therefore, the student is able to
understand the directions and modeling provided and
refer back to any information necessary.

Special Needs Learner: Step 1

Strengths: This student is a kinesthetic learner. The Create an attainable goal with the student
student is able to problem solve effectively and
socialize with other students.

Weaknesses: This learner has ADHD and often has Step 2

difficultly staying on task. They often need to be Demonstrate appropriate modeling
reminded of their task and distract other students
within class. Step 3
Break down tasks individually, where they can
Your intervention or adaptation: Prior to the lesson also take breaks at these times.
the student and myself will create a goal. This will
help keep the student on task and concentrate on
attaining that goal. In addition, I will have the student
and their partner close by myself to assure they are
on task and to provide additional assistance and
modeling. I will also break down the tasks in more
attainable goals for the student so they do not feel
overwhelmed, and take the steps one at a time. They
will also have breaks during to keep them focused.
Reflection: What have you learned about planning instruction for a diverse student population in this content area?

I have learned that all students are different and progress differently. Even if there are students that seem to have
mastered certain skills, there is always room for improvement. Therefore, one should provide accommodations and
adaptations for students that are not only struggling or need additional assistance, but for those that are advanced
learners. For students to continually progress they must be challenged. As a teacher for those that may seem to have
mastered skills it is our job to give them a different task that is more challenging and suiting for them and their
learning process. Giving the students the same tasks they are competent in becomes a nuisance for them and can
lead to less participation. I learned that students that are competent in certain skills need differentiation and
adaptations as well to improve their learning just like struggling students, special needs students, and ELLs. Not every
student is the same and altering instruction is required for students. Even gate or students competent in particular
subjects require differing instruction or tasks to continue their growth.

What area of this instructional plan was easy to complete?

An easy area of this instructional plan to complete was the opening/ introductory activity. Transitioning into another
subject area has become routine for myself to accomplish, as well as introducing a certain topic. Within P.E. most of
the lessons will begin with stretching to keep the body healthy and equipped. This may be a typical opening activity
although it is necessary and crucial for the students. This is also a way to discuss further health and mobility goals or
even instruction that will take place.

What area will you need more knowledge/skill in order to do the task well?
Assessing student progress is an area where I need more knowledge and skill to do well. P.E. is an area that I find
difficulty assessing. In order to assess students progression, I need further familiarity with tools and techniques that
will help me better assess students progress rather than product.