Document1

Revised 01/14/14
West Virginia University PETE Lesson Plan

Name: Katlyn Orndorff Date: 9/25/14

Grade Level
2-3 grade students Number of students: 9-11
Students with special needs:
Zach can sometimes get off task and seemed to not want to listen to directions today. If
he becomes off task setting him back on task and giving him goals are ways to get him
involved.
Marcus seemed to become easily angered when things didnt go his way setting him
back on task and giving him responsibilities during the activity could help.
Unit Name
Throwing for accuracy

Lesson Focus
Throwing, dodging, fleeing and balancing


Equipment
Needed

Beanbags-10 medium size, Gator balls- 10 medium size, Fox tail balls-10, Rubber or
other available balls-10, Building equipment (bowling pins, foam plates, cones, baskets,
etc.)


Standards
Addressed
NASPE Standards for PE
_x_ Motor Skills & Movement
Forms
x Movement Concepts
x Physical Activity & Fitness
Personal & Social Behavior
__ Values PA

WV P-4 Wellness Standards for
PE
__ Wellness Promotion
__ Wellness Information
__ Wellness Behaviors
_x_ Personal & Social Behavior
_x_ Movement Forms
_x_ Motor Skills
WV 5-12 Standards for PE
__ Movement Forms
__ Motor Skills
__ Physical Activity
__ Physical Fitness
__ Personal & Social Behavior
Lesson
Objectives

Must have a
Behavior, Condition,
and Criteria
Psychomotor: SWBAT understand and successfully demonstrate throwing with correct
form using the cues provided 7 out of 10 times. Students will also be able to throw at a
given target and hit accurately 7 out of 10 times. Students will learn how to throw to open
space. Students will collect using the cues given to them and try to not drop the ball on
the ground 7 out of 10 times. They will also be able to keep their eyes on their target and
conduct the skill movements given by instructor 80% of the time.

Cognitive: SWBAT demonstrate and verbally communicate the understanding of the
basic manipulative skills that are being learned. Students will be able to explain the
importance of following through when throwing to a target. Students will also be able to
explain why it is important to throw to an open space. Students will also be able to
explain why the collector should have hands in a ready position. Students will also be
able to explain why their eyes should be on their target at all times.

Affective: Students will cooperatively work with their partner and or group to manipulate
the ball in both throwing and catching.


H-R Fitness: SWBAT reach a level of at least 50% MVPA during each activity.


Safety Considerations: Keep students spaced to
avoid collisions with one another. Keep area
clear of unused equipment to avoid injuries.
Remind students of the boundaries within the
room. Show students how to appropriately use
the equipment to keep the environment safe.










Behavioral Contingencies: Enforce the rules and
routines of both the school and the teacher. If these
rules and routines are broken the first time the
student will be warned and put back on task. The
second offense the student will be asked to say the
rules that they have broken and explain what they
should have been doing. If the behavior continues for
the third time the teacher or aids of the class will be
notified of the situation.

Task Progression
(Student Activity)
(ASAP, Intro, Core, Closure)
Time Management Arrangement
(Draw out your space- how will the children and equipment
be arranged)
Goal Orientation or
Assessment
(Identify where NASPE
Standards are addressed)
Document1
Revised 01/14/14
Task Progression
(Student Activity)
(ASAP, Intro, Core, Closure)
Time Management Arrangement
(Draw out your space- how will the children and equipment
be arranged)
Goal Orientation or
Assessment
(Identify where NASPE
Standards are addressed)
Warm-up- ASAP
2- Gator balls

10 min.

NASPE 1&3
*Locomotor and non-
locomotor skill
performance
*Cooperation with
class members
*Students will
participate 80% of
the activity
* Students stay in
designated area
with classmates
*Students
demonstrate
proper technique
when running and
balancing 80% of
the time
Task Progression
(Student Activity)
(ASAP, Intro, Core, Closure)
Time Management Arrangement
(Draw out your space- how will the children and equipment
be arranged)
Goal Orientation or
Assessment
(Identify where NASPE
Standards are addressed)
After, the students enter the gymnasium they will run two laps around the
gymnasium and then find a seat in the center circle.
The first activity we are going to do is a tag game and we are going to focus on
running and balancing along with other locomotor skills.
Teacher Demonstration with a student: 1 gator ball will be needed. One to two
students will be the taggers depending on the size of the class and I will be the
runner. If the tagger tags me I will run over to the first station outside of the cones
where I will have to do 10 jumping jacks to get back in the game. If I am tagged a
second time I will go to the second station outside of the area and hop on one foot
ten times. If I am tagged a third time I have to go to the third station and jump in
place ten times before coming back into the game.
Students will be given cues to keep eyes on tagger and other runners to avoid
collision or being tagged. When running arms pump by the side of the body like
your karate chopping the air, take big strides, and keep knees slightly bent like you
if you were on a bike. When dodging move fast like a cheetah, change speed and
pathway, and fake the tagger by starting to move one way then quickly go to
another. Taggers keep arms spread wide and reach far to tag a runner. When
doing jumping jacks jump like a star.
I will pick two taggers to begin but everyone will have a turn being the tagger
during the activity.
Introductory Task 1: When I blow the whistle the two taggers will stand in the
middle and stay there until a second whistle is blown. The runners will be spread
out in the designated area. When I blow the whistle the second time and say go the
activity will begin.
Extension Task 2- How many times can you make it across the gym without getting
tagged.
Extension Task 3- Make the space smaller to allow the students to be more
successful.
Extension Task 4- See how long you can go without being tagged.
Document1
Revised 01/14/14
Task Progression
(Student Activity)
(ASAP, Intro, Core, Closure)
Time Management Arrangement
(Draw out your space- how will the children and equipment
be arranged)
Goal Orientation or
Assessment
(Identify where NASPE
Standards are addressed)
Intro to throwing and
collecting- Clean up
10 min.

NASPE 1,2, &3
*Manipulative skill
performance
*Cooperation with
class members
*Students will
participate 80% of
the activity
* Students stay in
designated area
*Students
demonstrate
proper technique
when throwing
80% of the time
* Students hit a
target 7 out of 10
times
* Students will
learn how to throw
to open space.

Task Progression
(Student Activity)
(ASAP, Intro, Core, Closure)
Time Management Arrangement
(Draw out your space- how will the children and equipment
be arranged)
Goal Orientation or
Assessment
(Identify where NASPE
Standards are addressed)
After the ASAP activity the students will meet back in the center to go over the intro
to throwing and collecting. Explain to the students they are learning how to throw
so that they can use it in other sports life baseball, football, etc.
Teacher Demonstration with a student: The floor will be divided into two sections
and the class will be in two groups. I will split them up by numbering them. Each
side will have a mess and the students job as a group will be to clean their mess
up while make the other teams side more messy. I will have a volunteer stand on
one side and will demonstrate how to throw and collect to throw back.
When throwing the cues will be to keep eyes on the target you are throwing at.
Also, your arms will rotate like a windmill, slight flick of the wrist when releasing,
and follow through to target. Points at the target with your throwing hand after you
have thrown the ball. After you have thrown scoop up your ball like an egg you
dont want to break.
After about two min I will blow the whistle and say freeze and we will count the
mess on each side then start the activity over again if time allows.
Introductory Task 1: When I blow the whistle you and your group will go to their
designated side and spread out amongst the area.
Extension Task 2- Add more of a mess (gator balls) for more throwing.
Extension Task 3- Have students use a heavier throwing ball to see how much
more force they must use. Make the space smaller.
Extension Task 4- See how many times your can hit the open space.
Document1
Revised 01/14/14
Task Progression
(Student Activity)
(ASAP, Intro, Core, Closure)
Time Management Arrangement
(Draw out your space- how will the children and equipment
be arranged)
Goal Orientation or
Assessment
(Identify where NASPE
Standards are addressed)
Core activity- Angry
Birds (overhand throw)
15 min.

NASPE 1,2, &3
*Manipulative skill
performance
*Cooperation with
class members
*Students will
participate 80% of
the activity
* Students stay in
designated area
*Students
demonstrate
proper technique
when throwing
80% of the time
* Students hit a
target 7 out of 10
times

Task Progression
(Student Activity)
(ASAP, Intro, Core, Closure)
Time Management Arrangement
(Draw out your space- how will the children and equipment
be arranged)
Goal Orientation or
Assessment
(Identify where NASPE
Standards are addressed)
After the introduction to throwing and collecting students will meet back in the
center and go over the core activity.
Teacher Demonstration with a student: Various throwing balls and equipment for
building a target is needed. Working with a partner, you will both choose four
different throwing balls and start with four different equipment pieces to build a
target. Then the partners will find space within a designated area. Partners will
work together to build a target then one will be the builder and the other will be the
tossing partner. Once the throwing partner throws their three birds they will then
switch to a builder and rebuild the target.
Bend at the knee and step forward with the opposite leg of the hand you throw
with. Flick your wrist like you are bowling a ball.
I will pick your partners depending on the color of your shirt and when I blow the
whistle you and your partner will go to the designated area.
Introductory task 1: When I blow the whistle you and your partner should go to the
designated area and begin building your target. Once you are done the partner I
gave the ball to will be the first tossing partner. Wait for the second whistle to begin
activity.
Extension task 2: Each partner can pick a new equipment item to add to his or her
target for more difficulty.
Extension task3: Take away some of the birds to make the students throw more
accurate to knock them over.
Extension task 4: Have the partners switch to the group beside them clockwise and
use their balls and try to knock down the target they built.

Closure
5 min.
After the core activity students will meet back in the center and the teacher will ask
the students questions on the skills they learned. Example, What should we do
with our hands after we throw the ball at the target. Also, have the students
demonstrate they understand how to overhand throw at a target. Roughly talk
about what will be learned and ask the students what their favorite thing they
learned was or their favorite activity. Thank them for their participation and
commend them on their performance.
Example Questions-
What should our arms rotate like when we are throwing a ball?
What should we point at when we follow through?
When we scoop up the ball to collect it where should we bring the ball?
How should I position my feet?
Where should we throw to open or full space?
Document1
Revised 01/14/14
Contingency Plan: If there is a lack of equipment
needed to do any of the activities the students can
work with a partner or small group to compensate for
the equipment deficit. This can also be a backup if
there are more students than there is equipment.
Also, if there is not enough equipment making up a
different activity using what equipment that is present
is an alternative. If a student is late the instructor will
help them quickly get in the game by giving them an
overview of the cues and rules. Have refinement and
extension task ready for different ability levels.








(What if you have to go outside? What if you do not have the
gymnasium? What if the students are late? What if you have a
double class?)
Technology Integration: Use music as a stop and
start signal for the students.







(Music, Heart Rate Monitors, Pedometers, FLIP video cameras,
digital cameras, etc,)

Reflection: I think overall this whole week I have improved a good bit from Monday. I think what worked
really well today was having the equipment for angry birds spread out and designated one of the partners to
go get specific equipment. It was more organized and helped the students know what was expected. I think
another thing that worked well was the way I got the students to listen. Telling them we wouldnt start until
they listened really got their attention and also when I seen someone freezing the way they should be I
commended them and other students seen them do it and joined. One other thing that I think worked really
well was the angry bird activity, all of the students were very active and they all participated. I think giving
them the option of being creative really helped with the success of this activity. I think something I could work
on is space with certain activities having too much space for a small group gives the students a less likely
chance to be successful. Another thing I think I could improve on is making the cues specific and memorable
so that they can relate and remember. I think one thing I would do differently for next lesson is to give the
students more choice and option to be creative and relate my activities to something they themselves can
relate to like angry birds.