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Lesson Plan Design

Subject: P.E. Grade: K-2 Lesson Topic: Frisbee
Candidate’s Name: Kristin McAfee ID # 023906878

Site Supervisor: Teresa Apodoca NU Supervisor: J. Marrone

Date: ______May 18, 2018_______________________________

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner,
create bridges from past learning, behavior expectations)
.

Physical Education Model Content Standards for Rationale:

California Public Schools Students will watch teacher model and then
they will say what I do. I will have them
3.1 Participate in physical activities that are
repeat skill cues to activate prior
enjoyable and challenging. (K-1)
knowledge and apply it to the lesson today.

2.2 Identify and independently use personal
space, general space, and boundaries and discuss
why they are important. (K)
2.8 Explain that the point of release influences the
direction of a tossed object and of a thrown object.
(1)
5.1 Participate willingly in new physical activities.
(1)
2.9 Explain key elements of throwing for distance.
(2)
Skills cues are unique phrases that children
can relate with, making it easier to grasp.
Last week students learned “Point”, which
meant they pointed their Frisbee in the
direction they wanted it to go with their
dominant hand. “Cross” bring the Frisbee
across the opposite side of your body.
“Step” they stepped with their dominant
leg creating power. “Flick or throw”
students then flicked their wrist and
released Frisbee at target.

5.1 Participate in a variety of group settings (e.g.,
partners, small groups, large groups) without
interfering with others. (2)
** Students have currently had 1 lesson on
“Throwing & Holding” a Frisbee prior to this
lesson.
They are familiar with holding cues: “Thumb on
We use skill cues all the time in P.E., today
we will be learning new catching cues, as
well. Cues enhance the attention and focus
the learners by restricting what they need
to think about.
Frisbee is a fun, enjoyable sport. It is

top, fingers on bottom”
Top of Frisbee is smooth, bottom is scooped.
important for students to enjoy physical
activities in both individual and group
settings. While students are focusing on
individual fundamental skills, they are

Throwing Cues: “Point, Cross, Step, Flick”.
I will activate prior knowledge by asking students
to yell out cues (as a class), while I demonstrate
proper form of holding and throwing a Frisbee.
Students will learn new catching cues: “alligator
chomp & Lobster claws”. Teacher will explain
and students will repeat and do as I do.
working in groups to try and accumulate
points for their team. By having students
keep track of points on scoring card, it is
holding them accountable and allowing
them to use positive interdependence with
a prime focus on the content.

Students are expected to show good

sportsmanship during this lesson and encourage
their classmates. No put-downs, no laughing at
others. I am allowing students to choose their
groups, whom they will work with from station to
station. I will separate students who tend to be
problematic together.

Safety rules will be enforced, any students who do

not abide will get 1 warning and the next time
they will go to the W.E. (Walking Enrichment
program).

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome?)

Students will learn how to throw and catch a Frisbee.
Students will learn how to aim Frisbee at stationary target.
Students will be able to understand that participating in
Frisbee activities enhance catching and throwing skills, as
well as, flexibility and sportsmanship.
Rationale:
I will measure mastery of outcomes
through teacher observations and
questions/discussions. Teachers will also
collaborate after class and determine if
students need more time to master skills.

3. Pre-assessment Activity: (Determine students’ abilities to achieve the Learner Outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )

Prior to beginning this unit, I asked my students a series
of questions: “Who has ever heard of Frisbee? Who has
ever thrown a Frisbee? Who would like to learn how to
throw and catch a Frisbee the correct way?”
Early in the year, students were also given a student
interest survey and many students expressed an interest
in wanting to learn more games, sports, and recreational
activities.
Rationale:
Asking questions to students not only has
them apply critical thinking skills, but it
also allows the teacher to see which
students have had experience with this
sport/skill.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify

Learning Activities based on learner characteristics to meet the needs of ELL & special needs
students, highly achieving students and low achieving students)

There are both modifications and challenges for every Rationale:

learner within this lesson. We have set up easy, medium,
and difficult targets at various Frisbee stations. Students
who need more of a challenge are encouraged to line up
at cones that have further throwing targets in line with
them. Teachers will be walking around helping students
who are struggling with grip, proper throwing technique,
and release of Frisbee. Teachers will offer immediate
feedback to students.
** Currently, there are no ELL students in this grade
level.
There are a few special needs students, with no physical
limitations. The special needs students tend to struggle in
group settings. I will make sure I pair these students with
other peers that are responsible, motivating, and on-task.
Since our class is rather large, it is
sometimes difficult to sort students out
based on skill level. All groups for this
lesson will be of mixed abilities; however,
students can decide which targets they
will aim for (easy, medium, or difficult).
If a student finds a target to difficult,
they can change during the station and
aim for a closer and easier target. We
want students to self-assess and choose a
target that they can achieve. Giving
students a choice keeps them engaged
and focused throughout each Frisbee
station.
Special needs students were split and put

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)
Equipment:
Hula hoops, Frisbees, cones, pool noodles, disc golf, various
buckets different sizes, and polyspots, Frisbee Scoring
cards/expo markers.
Teaching materials: Sparks Teaching manual,
https://www.cde.ca.gov/be/st/ss/documents/pestandards.pdf,
https://www.thepespecialist.com
6. Learning Activities: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check for
Understanding)
Students group up near teacher, while teacher explains
the Frisbee stations that students will be doing for the
day. I will demonstrate with Frisbee in hand the
throwing and catching cues. Throwing and holding cues
have already been learned, catching cues are new. I will
then explain each station, as my co-teacher goes to the
station and demonstrates. I will also go over safety rules
when throwing Frisbees in large groups.
There are 5 Frisbee stations:
(each station is color coordinated with cones and same
color Frisbees, this is to help students transition from 1
station to the next without getting confused)
1. Pool Noodle Target: students will aim Frisbees at the
target and try to throw their Frisbee thru the rings.
2. Throw & Catch: students work in groups to throw and
catch (students will help demonstrate this station).
in different groups with students who
demonstrate leadership and teamwork.
I also checked in with these students
frequently throughout the lesson for
additional guidance and explicit direct
instruction.
Rationale:
Frisbee stations will accommodate
beginners, intermediate, and advanced
learners. For students who need extra
practice, I will recommend them to work in
smaller groups so they get more practicing
time.
Rationale:
Since there are two teachers per class
(myself and my co-teacher), what we have
found to work best in P.E. is when one of
us verbally explains to the students while
the other teacher models or demonstrates at
the same time. We also repeat expectations
quite frequently throughout the lesson, and
check in with groups to make sure they
understand the learning goals and
objectives for the day. Our Frisbee stations
were meant to keep the students on-task,
while allowing them to socialize in their
groups, and further developing throwing
and catching skills.
Students will be encouraged to keep track of how many
catches they can complete in a row before dropping the
Frisbee.
3. Disc Golf: students will have option to throw at any
target (easy, medium, and hard). Students will earn
points for making it in the basket (target), 1 pt=easy,
2pt=medium, 3 pt=hard.
4. Hula Hoop Toss: students will throw Frisbees in to
target Hula Hoops (yellow= easy 1 pt., red=medium 2 pt.,
blue=difficult/hard 3pt).
5. Throw & Catch x3: this is a build off of station 2,
students will work in group to complete more throws and
catches at a further distance and to more peers).
Students will keep track of how many completed passes
they achieve.

Before allowing students to get in groups at a cone, I will

explain the “Frisbee Scoring Card” which each group
will receive. Students are expected to keep track of points
earned at each station and turn in to me at end of class.

Check for Understanding: I will demonstrate cues and

have students yell out what I am doing. I will ask
questions and make sure everyone understands by having
students use a “thumbs up” (yes, they understand) or a
“thumbs down” (no, directions are unclear).

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)

Students will get in groups and rotate from station to Rationale:

station (approx. 3 mins per station) performing a certain
skill.
Check for Understanding: Visual observations, teacher
prompt questioning, and group conversations.
Teacher observations helps provide us with
which students understand and can master
each skill, and which students need extra
support. Having students work
cooperatively with the same group from
station to station also allows them to
provide peer feedback to each other. Peer
feedback is a tool we use quite frequently
in PE, and students know how to provide
 both positive and constructive feedback.

8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent
activities are assigned assuming that students understand the concept well enough to work on their
own.)

This is an addition to the previous question, students worked
on skills independently from station to station. Students who
did not need correction or extra support were able to master
the learning outcomes on their own. Since our class is large,
not every student was able to achieve independent practice
on their own.
Check for Understanding: Group discussion at the end of
class and teacher observations.
Rationale:
Throwing (backhand throw) and catching
are skills students will continue to develop
throughout their school years. There is
always room for improvement, and the
focus for 2nd graders was providing them
with proper form, cues, and targets that
were reachable for their skill level.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’ learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students.)

Since this is a larger class (90+ students), myself and my co-
teacher will be walking around doing teacher observations.
This is also part 2 of a 3 week Frisbee unit and students have
not mastered these fundamental skills; students are building
on throwing and catching skills and we are more focused on
having them use proper grip, form, release, and catch
Rationale:
Students will self-asses and if needed, be
given extra support from teacher. My
expectations for SPED/low achieving
students is proper grip of Frisbee and
making sure they understand the
instructional cues (both cognitively and
techniques. physically). I will re-adjust their form
(bodies) and align them if they are
confused. High achieving student will be
encouraged to aim for further targets and
count how many throws/catches they can
complete before dropping the Frisbee.

10. Closure: (Describe how students will reflect on what they have learned.)

Teacher will blow whistle and have students group together
to talk about how they did at each station. I will have
students share what worked for them and what stations they
felt were the most challenging. I will also ask students to
recite instructional cues one more time.
Rationale:
Group discussion helps students reflect on
their learning outcomes. As a teacher, it
also serves as guidance if the lesson was
effective or if I need to make changes to it
for future knowledge.

11. Lesson Reflection/Assessment: (Collect student learning data to determine: What went well?
What needs to be changed? Were learning outcomes met? What activities will you add, change,
modify in the future? What can be done to follow up on the learning from this lesson? Who needs
additional help? Who needs enrichment or higher level work?)

Students seemed to stay engaged and on-task throughout the station. Some of the stations were quite
challenging for most students, and the targets needed to be moved closer. There were two throwing and
catching stations, one station was a 2 person throw/catch and the second was a 3 person catch. Since
catching is a new learned skill, I found students were not ready for the 3 person station. Some students
were also confused which station to go to next (even though the stations were color coordinated), next time
I think it would help to also have #’s or signs where to rotate next. Learning outcomes were met!

Revised: 10/23/2008
Note: An electronic copy of the Lesson Plan Design may be found on the Nu-Fast website:
http://www.nu-fast.com . Links: Fileshare - SOE – TED – TED 629 – Student/Faculty