Student Teaching Example Lesson Plan

Name: Caitlin Brendum

Lesson Title or Subject/Topic: Throwing and Catching Skills
Unit: Throwing and Catching
Date: 4/14/15
Estimated Time/Length of Lesson: 45 minutes
Grade Level: 4th Grade
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.

During this lesson, which is focused on throwing and catching technique and executive
practicing to throw and catch with or without a partner at their own pace and at their own
level.

National P.E. Standards:

Standard 1 - The physically literate individual demonstrates competency in a variety of
motor skills and movement patterns.
Standard 2: The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.
Standard 3: The physically literate individual demonstrates the knowledge and skills to
achieve and maintain a health-enhancing level of physical activity and fitness.
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:
Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and
tactics as they apply to the learning and performance of physical activities.
Standard 3: Participates regularly in physical activity
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
Standard 6: Values physical activity for health, enjoyment, challenge, self-expression,
and/or social interaction.

Student
Learning
Goal(s)/
Objective(s)
What are the
specific learning
goal(s) for
student in this
lesson?

LEARNING GOALS

Learn how to cooperate in a given space through doing different body movements in a
controlled environment and through different activities and exercises
Learn how to communicate through doing different throwing and catching circuit
activities and exercises.
Learn how to move in a different ways with yours body without running into other
individuals
Learn how to communicate through doing different movement patterns and body
movements
Learn how to share equipment during different activities

OBJECTIVES
Psychomotor The student will be able to perform catching with different sized
objects in class. The student will be moving in different areas so they need to be
aware of their surroundings and their classmates. TSWBAT to throw back and forth
with a partner at varying distances while executing throwing with the cues that were
given and demonstrated by a student in class. TSWBAT jump from each poly spot
with different locomotor skills: jump, skip, and hop. TSWBAT to understand the
physical demand of track circuits and being able to incorporate different
conditioning activities that deal with hurdle, jumping circuits.
Cognitive - The student will be able to understand the exercises involved in a
throwing and catching circuit after seeing a demonstration done by a peer in class.
Affective Partner one and partner two will work as a team to execute each station
properly and being able to express what each circuit is focusing on.
Safety
Statement

Students will maintain their own person space while running within the gym as they use
their own equipment by themselves or with a partner. Students will keep their equipment to
themselves and not touch other groups equipment.

Assessment of
Learning

Formative: The students will be graded on the participation in the

activity during the day. Were they giving it their best effort, did they work
well with their partner and others, what skill/activity did they perform
best.

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?
What might
happen that you
might not
expect?

Summative: The students will be asked to bring in their own stations

based on aerobic fitness on a piece of paper and this will be due on
Friday of the week the activity is due on
The instructor will demonstrate and describe how to perform/execute
each different body shapes in a safe, controlled manner. Some students
may become frustrated or overwhelmed easily if they are not able to
maintain balance or perform one of the body shapes, as their fellow
classmates may be doing. The instructor will be walking around and
encouraging all students. If students become too frustrated with the
activity, the instructor will have to class take a break.
Expectations:
If students act up, the instructor will hold their hand or an object up in
the air which will mean for the students to please stop what they
students are doing and make a better choice. The student must give a
high five or hand the object back when they are ready and tell the
instructor how they will make a better choice during the activities.
The instructor will be walking throughout the gym giving feedback to
students that are participating in hard work or who may be in need of
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help while performing the skill.

Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch/
Instant Activity:
Motivational Set
_____5_____ Minutes Instant Activity: Don't Get Caught with the Cookie
Prerequisites: Students must have a good concept of spatial
awareness and have already practiced and are at the proficiency or
How will you start the
utilization level for throwing and catching.
lesson to engage and
Materials Needed: Two pinnies, gatorskin balls.
motivate students in
Description of Idea
learning?
Formatting Applied
Two students will be designated as taggers, and be given pinnies.
Out of the remaining students, half will be given balls, and half will
not. The taggers can only tag a student who has a ball, or cookie.
To keep from getting tagged, the students must throw the ball to a
student who is in open space and who does not have a ball. If the
ball is dropped while being thrown, both the thrower and the
student to whom the ball was thrown to must do 5 jumping jacks. If
a student with a ball gets tagged, they must also do 5 jumping
jacks. You cannot throw it back to the person who threw it to you.
Change taggers often.
Instruction: (Body of
the lesson)
___35-37___ Minutes
Write the step by step
Teaching
procedure/progression
here.

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

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.

1. Greet Students

concepts?
What will students do?

2. Explain what the focus is for the day

3. What are some cues to throwing and catching?
4. Are there differences when you are catching an object high and catching an object
low?

Demonstration #1:

Activity 1:. Practicing throwing and catching individually and then

in partner groups. ( 5-6minutes)

Students will grab an object of their choice go around and find their
own space. The students will toss their object up in the air and
catch it. Repeat motion until teacher makes an adjustment to skill.
Activity 2: Freezamania Throw and Catch
Purpose of Activity: To improve students' throwing and catching
skills.
Suggested Grade Level: 3-5
Materials Needed: Wiffleballs, bean bags, nerf balls, balzac balls,
junior footballs, and other age-appropriate objects for throwing and
catching. Also, a cassette and/or CD player.
Description of Idea
Formatting Applied
After introducing/reviewing the cue for throwing and catching to be
focused on during this lesson (for ex. throwing: "follow through to
your partner"; "twist your body"; catching: "give with your body";
"pull the ball in to your body"), students are arranged in a scattered
formation with one ball for every two children (allow them to choose
object to throw).
As a musical selection is played, the children proceed to throw and
catch back and forth. When the music goes off,the person that is
holding the ball must chase after the other until the music comes
on again. When the music starts again, students begin to throw and
catch again (you might allow--or require--students to quickly change
the object they are using at this point). Observe students during the
activity to see if they are using the cues introduced when throwing
and catching; give feedback based upon their use of these cues.
Photos and video done by Mark Manross. Thanks so much to John
Pomeroy and the kids at Bonsack Elementary for teaching and
performing the lesson idea so it could be videotaped and
photographed.
Assessment Ideas: Formatting Applied
1. Use this activity for an "instant activity" to a lesson, allowing
students to use the hand/eye skill of their choice (throw, roll,
bounce,etc.) to move the object back and forth.
2. Use this activity as a review of ball-handling skills for students in
grades K-2. Students alternate using underhand or overhand
throwing; rolling; bouncing the ball, etc. to their partner. Instead of
4

having students chase only their partner, any student who has a
ball in his/her hand is "it" and must tag those students without a
ball.
NOTE: be sure students have had many opportunities in safely
moving around general space and chasing, fleeing, and dodging in a
large group. Stress the safety aspect at the beginning of the
lesson!

WRITE OUT TRANSITION DESCRIPTION going into and out of

each of the Tasks:
(1 minute)
Once all stations are completed, have them come into where they
met and gather in circle and wrap up with closure
activities/questions

Closure
_____5_____ Minutes
How will you end the
lesson?
Write out the questions
that relate to your
learning goals and
objectives.
Questions that Check
For Understanding
(CFUs)

By asking the students the following questions the instructors will

check for understanding.
1.
2.
3.
4.
5.
6.

What kind of activities did we participate in today?

What are the cues in catching?
What are the cues for throwing?
What sports involve with throwing and catching?
In some of the activities, what kind of things did we focus on?
How can we use these skills outside the classroom?

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.
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Materials
What specific
materials/equipment
does the teacher need
for this lesson?

Wiffleballs, bean bags, nerf balls, balzac balls, junior footballs, and
other age-appropriate objects for throwing and catching. Also, a
cassette and/or CD player, Two pinnies, gatorskin balls.

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

Safety: establishing boundaries and limits. Being aware of surroundings and other people
around you so no one bumps into anyone else
Throwing Cues: Start by being on your side to the target, point at your target
to show where you will be throwing the object. When you are about to
throw your object, step with non-dominant foot towards the direction
you are throwing, throw the object and follow through to target.
Catching Cues: Differences between high and low
----High: Hands are placed up with thumbs touching. Fingers are pointed
up towards the skin.
----Low: Imagine you are holding a bowl of soup. Pinkies are touching
together and hands are touching and below the waist.

What specific
way(s) will
students need to
use language
(reading, writing,
listening and/or
speaking) to
participate in
learning tasks
and demonstrate
their learning for
this lesson?

Students will be communicating with their partners while participating in each aerobic
activity. While in their group, they will listen to each other for what each activity and the
benefit that can come form doing it.
Walking among the students telling them to pace themselves through the activity so they
do not get too tired.
Giving feedback to all students, either telling them their great performance they are doing
or encourage them to work harder on a specific skill/activity.

Describe the
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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 (or earlier grade levels)
POST PLANNING: Assessment informs Teaching: what are future
needs based on assessment results.
TEACHER REFLECTION NOTES:

ATTACHMENTS

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

List references and

Other Resources
used to support or
develop the lesson.

Pecentral.org

Resources: