Lesson Plan 2

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SCHOOL OF HEALTH SCIENCES

LESSON PLAN HLTH 2203

LESSON ORGANISATION (based on Australian Curriculum: Health & Physical Education)


Year Level: 8 Time: 45 minutes Students’ Prior Knowledge:
Lesson Number 3 - Sound understanding batting and bowling KTP’s
- Have covered back batting and bowling practice in
Learning Area: Health & Physical Education last lesson

Strand: Focus Area:


Movement and Physcial Activity (MPA) Active Play and Minor Games (AP), Fundamental
Movement Skills (FMS), Games and Sport (GS)
Sub-strand:
Moving our Body (MB), Learning Through Movement
(LM)

Content Descriptor: Teacher’s Prior Preparation/Organisation:


Modification of rules, equipment or scoring systems to - Ensure all the equipment for the lesson is available
allow for fair play, safety and inclusion of all participants - Have the cones, wickets, bats and balls required for
each drill in a pile for each group to the side
Movement skills and sequences within different contexts
Equipment
with a focus on:
- 32 cones
- 8 bats
• increased accuracy and efficiency in skill
performance - 8 sets of wickets
- 24 balls
- 8 tees
Literacy Numeracy ICT Competence Critical and Ethical Personal and Social Intercultural
creative thinking behaviour competence understanding

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

• Confidently apply a front foot drive and pull shot while batting
• Understand and apply the KTP’s of pull shot correctly
• Learning the KTP’s how to judge a run

LESSON EVALUATION
Assessment of Lesson Objectives and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

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LESSON PROGRESSION
Motivation and Introduction:
Time
Welcome the class, do the role and check that everyone can participate. Then briefly describe what we are
1:15-1:18 doing today; batting and running between the wickets.
Student Organisation Lesson Content Class Organisation
(Individual task structure, differentiation) (Content & KTP) Resources/Equipment
(Position of teacher/students, setup/working area/grids for class,
- students are to get into Ball Control: transitions)
groups of 4
- eyes on the ball at all times - students in lines, one student at a
- groups get into a line with a
- move the ball with the end time
cone set up 7 metres from
1:18-1:25 of the bat, side to side - teacher positions themselves
where the group is lined up
behind the students so they can
see all students

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Bridging organization
Students are to stay in their groups of 4. Leaving the 8 middle cones out where they were placed, bringing the
1:25-1:28 4 on the outer left and right in, and coming in to watch a demonstration of the drill. Get one student from each
group to make sure they have 4 extra cones, a wicket, a tee and 2 more balls each.
1:28-1:35 Student Organisation Lesson Content Class Organisation
(Individual task structure, differentiation) (Content & KTP) Resources/Equipment
(Position of teacher/students, setup/working area/grids for class,
- Students are to be in transitions)
Pull Shot
groups of 4
-Step across
- Set up a stump with only
-Twist your body around to the - students in their groups of 4
the middle wicket in place
front practice this drill back to back
with a batting tee on top,
-Roll towards the front - To make a higher tee, take two of
then two cones 10 metres
-Follow through with your arms the wickets from either side, leaving
from the tee as goals
- Two students are taking the middle one and place a tee on
turns batting 3 times each, top.
the other two are fielding - teacher positions themselves in the
the ball once it’s been hit off middle of the drills where they can
the tee to the goals see all students
- Once one pair has hit 6
balls (an over), pairs swap
over

Bridging organization
1:35-1:39 Students should bring all their equipment back in. The teacher will then explain the next drill and explain how it’s going to be
done. Get one student from each group to go get an extra wicket, take the tee off the old one and put the one back in the
side.
Front-foot Drive
- students are to stay in the
-Step forward with the front foot,
same groups of 4
stepping towards the target - students are to perform their drills
- put the other wicket opposite -Swing through with the bat back to back
1:39-1:47
the one already in place -Show the face of the bat in the - Teacher stands in between each
- The other two cones are to be direction of where you want the line of students
placed 5 metres to either the left ball to go “show your sponsors”
or right of the bowler’s cone set
up as a goal section
- One student is to be batting,
one bowling, one wicket keeping
and the other fielding

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- The bowler underarm throws
the ball to the batter, the batter
attempts to hit the ball to the
direction of the goals. The fielder
or wicket keeper gets the ball
and returns it to the bowler. After
6 balls, the students rotate. The
batter becomes wicket keeper,
wicket keeper becomes bowler,
bowler becomes fielder and
fielder becomes batter.

Bridging organization
Students are to bring the cones, bat and tee in from the previous drill. Keeping one set of wickets, then set up
1:47-1:50 boundary markers for continuous cricket.
Pair Cricket and judging a run Underarm throwing: - Students are set up in one game
- Students to get in teams
- Step towards the target with - Teacher stands up near the batter,
of 8
opposite leg to throwing so they are able to monitor the
- Players compete in
arm entire game
pairs against one
another - Swing your throwing arm
1:50-2:00 - Batters can get out by back and through towards
being bowled, caught or your target
run
- Follow through towards
- If a batter gets out, they
your partner
swap ends and continue
batting Bowling
- After 2 overs (6 balls
- Running towards the
each), batting pairs
marked line near the wicket
swap out
- Each player will bat 1 - Step forward with opposite
over while their partner leg to bowling arm
wicket keeps
- Drive your front arm down
- They swap once they
towards the ground so it
complete the over
passes your side
- If the bowler bowls a
ball wide, the batter gets - Keep bowling arm straight,
a free hit by placing the but not too high
ball on a tee and hitting
it - Follow through with your
- When a pair isn’t batting bowling arm still straight
or bowling, they are to - Don’t let go of the ball too
be fielding the ball early, hold it as long as
- When you hit the ball, possible
you can choose whether
you want to run or not Catching:
- Track the line of the ball
- Move your hands and body
to line of the ball
- Give with the ball
Batting
- Step forward with your front
leg
- Swing through with the bat
- Show the people in front of
you your sponsors on the
front face of the bat

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Lesson Closure: (Review lesson objectives with students)
- Select students to put equipment back
- Signal for all other students to come sit in front of you
- Watch students return the equipment, encourage them to be quick
- Wait till all the students are sitting down to begin the closure
- Tell students how they performed in class
- Explain the focuses of the lesson they just participated in
- Reiterate the KTP’s of batting with front foot drive, bowling and catching

Transition: (What needs to happen prior to the next lesson?)


- Explain the plan for next week. The focus will be batting then running between wickets.
- End of class, dismission.

Assessment: (Were the lesson objectives met? How will these be judged?)

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