LP 10 19

Sport Pedagogy Elementary and Middle School Lesson Plan Template updated 5/14/15
Department of Health, Exercise and Sport Sciences

Sport Pedagogy Lesson Plan Template (Elementary and Middle School)
Background Information
Teacher: Sheldon Simas
Date: October 19, 2015
School: Cleveland Elementary
Grade Level: 3rd Grade
Lesson Focus: The lesson focus this week is primarily # Of students: 20 Students
on the content from the over-hand throw and underhand toss. Later this week we will transition the overhand throwing skill by utilizing footballs.
Equipment and Facilities: For this lesson its crucial
to utilize a large amount of space. The grass space is
good enough and/or black top space. Equipments
used for the lesson will be a minimum of 20 soft-balls
and 20 cones.
Safety Considerations: The safety considerations falls

under the consideration for space. Students will be
spaced out quite tremendously so that it will give
them enough space to perform the cues of the skill.
This will prevent from student colliding within each
others space and possibly get seriously injured.
Lesson Specifics
Behavioral Contingencies: When students are talking
I will simply raise my hand to receive the students
attentions. The students will only receive one
warning, if and only if any student shows any
disrespect to the teachers and fellow classmates,
without hesitation they will be asked to sit out.
Determining the consequence for such behavior will
depend on how crucial the situation is.
Previously Learned Skills: The previous learned skills

is all the way back to the introductory week where we
went over the cues of the skill for the over-hand throw
and under-hand toss.
Teaching Strategy: The main strategies used are

Whole-Part-Whole and Active Learning.
(III)
Academic Language: Students will be introduced to

the understanding of the phrase, cues of the skill.
From there the students will be able to perform
different sets of skills just based of the COTS. The
main goal is for the students to identify all the
different components that go into a skill. (I, II, IV)
!1
Student
Objectives:
Psychomotor (P): The students will be assigned with a partner. By applying the cues of
the skill the students will practice by over hand passing to their partners. The second part
the of the activity will consist of the same scenario, however the students will utilize the
COTS of the under-hand throw.
Cognitive (C): Before we begin the activity the students will go through a quick check for
understanding. After the cues of the skill have been provided and demonstrated to the
students, they will be asked to repeat what the cues of the skill were.
H-R Fitness (H): The beginning of the lesson will consist of a short activity for the
students. The instant activity will serve the same purpose for musical chairs, only except
hoola-hoops will be the substitution for chairs.
CALIFORNIA PHYSICAL EDUCATION MODEL CONTENT STANDARDS:

I. Demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
II.Demonstrate knowledge of movement concepts, principles and strategies that apply to the learning and
performance of physical activities.
III.Assess and maintain a level of physical fitness to improve health and performance.
IV.Demonstrate and utilize knowledge of psychological and sociological concepts, principles and strategies
that apply to the learning and performance of physical activity.
NASPE PHYSICAL EDUCATION CONTENT STANDARDS a physically literate person:

1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical
activities.
2. Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
3. Demonstrates the knowledge skills to achieve and maintain a health-enhancing level of physical activity and
fitness.
4. Exhibits responsible personal and social behavior that respects self and others.
5. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction.
Describe the pre-class arrangement

Teacher: The teacher will be waiting for the students where their activities will take place.
!2
Students: The students will gather around the teacher where he/she is standing. They are given the
option to either sit or stand, as long as their attention is on the teacher.
Equipment: There will be hoola-hoops scattered throughout the
area.
Diagram the pre-class arrangement
Teacher/Student meet are
Time
Content Development
Management
(Illustration of
formations)
5-7
Instant Activity:
minutes The instant activity for this lesson will be
the musical Hoola-Hoops game.
Basically the students will run around the
area without touching the hoops. The
teacher will simply shout out a number
and that number is applied to the number
of students within a hoola-hoop. For
example, the teacher could simply shout
out 2, then 2 students will have to go in a
hoop. The odd student(s) out will sit out.
2-3
Transition:
minutes After the instant activity the students will
be given a short water break before the
beginning of the lesson content. They
will meet back where the teacher is for
further instruction.
Diagram Instant
Activity
N/A
!3
a) Goal Orientation for each

task
NASPE Standard 5
Keep the studnets occupied
with physical activity prior to
the lesson content. Allow the
students to move around and
have fun doing it by utilizing
certain games to their liking.
N/A
Time
Content Development
3-5
Set Induction:
minutes The teacher will start off the lesson by
review. With this the teacher can
determine whether or no the students
remembered the previous lesson content.
The teacher will do a quick check for
understanding with the students on the
back hand throw. With that, then the
teacher will review the COTS for the
over-hand throw.
Purpose:
Explain to the students that reason as to
why we learn step by step is all because
they will be assessed towards the end of
the content.
1-2min
utes
Management
(Illustration of
formations)

task
NASPE 1,2, &3

Start/Stop Signals:
The main technique
used will be the
raising of the hand.
The teacher will
simply raise their
hand saying raise
your hand if you can
hear me. Basically
repeat that until all
student cooperate. If
all else fails then the
teacher will have to
raise their voice to
promote authority
over the students.
Grouping Strategies:
The teacher will hand
pick who the partners
will be. If students
complain they will be
sent out. The teacher
will provide the
warning before
assigning partners
also.
Transition :
N/A
The teacher will randomly assign partners
to the students before the actual activity.
!4
N/A
Time
Content Development
5-7
Lesson Core - Task 1:
minutes The students will first go to a cone making
Management
(Illustration of
formations)
Diagram Task 1
sure that they are facing their partner. From

there the teacher will quickly re-explain the
objective for this activity. The students will
have two sets of 10 passes. Each group will
do a total of 20 successful passing and
catching with the over hand throw. Students
will then set their balls on the ground when
completed, and waiting for the teacher
directions.
After re-explaining the skill, the teacher will
ask the students to continue practicing the
over-hand throw once again but with their
non-dominant arm.

task
NASPE 2&3
Teaching Cues for Task 1:

COTS (Over-Hand throw)
Non-dominant foot forward
Non-dominant arm pointing to
target
90 degrees
Follow through
Hand to knee
Common Errors Task 1:
1. Proper body position for
performing the skill.
2. Arm positioning
Demonstration Plan:
The teacher will use a volunteer to show
the students how to successfully perform
the activity objectives.
Questions to Check Understanding
Which foot steps forward before the
actual throw?
1-2
Transition:
N/A
minutes Students will be given a quick water break
between lessons. After their break they
will then be debriefed on the next activity.
!5
N/A
Time
Content Development
5-7
Lesson Core - Task 2:
minutes The second part of the lesson will
Management
(Illustration of
formations)
Diagram Task 2
transition to the under-hand throw. After

going over the cues of the skill for the
under-hand throw, the students will go
back to their respected cones and practice
the under-hand throw with their partners.
The under-hand toss is a skill that the
students very well understand. Teacher
will ask the students to hold their balls
and place them on the ground next to
them. A quick review for the under-hand
throw will take place and then the
students will resume the under-hand
partner toss. However, the students will
test their limits by taking a step back each
time they successfully pass and catch the
ball.
Demonstration Plan:
The teacher will quickly review the COTS
for the over-hand throw and under-hand
throw. While the teacher reviews the
COTS they will utilize the student/teacher
demonstration approach.
Questions to Check Understanding
If there are any students who are not
focussed while the teacher is providing
them with instruction, then the teacher
will simply call on that specific student to
ask them to simply repeat what the
instructions were. If he or she fail to
answer the question it only shows that
they were paying attention.
!6

task
NASPE 2&3
Teaching Cues for Task 2:
COTS (Under-Hand throw)
Non-dominant foot forward
Non-dominant arm pointing to
target
Tick-Tock
Common Errors Task 2:
1.Proper body position for
performing the skill.
2. Arm positioning
Time
Content Development
Management
(Illustration of
formations)

task
1-2
Transition:
N/A
minutes The students will be asked to bring in the
equipment that they were using and to put
them away. After the students put the
equipment away they will gather around
the teacher for further instruction.
N/A
1-2
CLOSURE:
minutes Review:
Briefly applaud the students on how well
they did. Review the COTS with students
before they leave and explain to them
what to expect for next lesson.
N/A
Diagram The
Closure
1..2..3 TIGER PRIDE!!!
ASSESSMENT TECHNIQUES:
References Used: Identify every reference you utilized in this lesson plan. We encourage you to use every
resource possible (you just cannot copy and paste from someone else put it in your own words). Give
credit where credit is due!
!7

LP 10 19

Uploaded by

Copyright:

Available Formats

LP 10 19

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

LP 10 19

Uploaded by

Copyright:

Available Formats

Sport Pedagogy Elementary and Middle School Lesson Plan Template updated 5/14/15

Department of Health, Exercise and Sport Sciences

Date: October 19, 2015

School: Cleveland Elementary

Grade Level: 3rd Grade

Safety Considerations: The safety considerations falls

Previously Learned Skills: The previous learned skills

Teaching Strategy: The main strategies used are

Academic Language: Students will be introduced to

CALIFORNIA PHYSICAL EDUCATION MODEL CONTENT STANDARDS:

NASPE PHYSICAL EDUCATION CONTENT STANDARDS a physically literate person:

Describe the pre-class arrangement

Diagram the pre-class arrangement

Teacher/Student meet are

a) Goal Orientation for each

a) Goal Orientation for each

NASPE 1,2, &3

sure that they are facing their partner. From

a) Goal Orientation for each

Teaching Cues for Task 1:

transition to the under-hand throw. After

a) Goal Orientation for each

a) Goal Orientation for each

1..2..3 TIGER PRIDE!!!

You might also like