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Teacher Candidate(s): Hannah Anthes Lesson Plan 4 of 12

Unit/Activity: Cuju

School: Suny Cortland

Date:

Grad

NYS/National Standards

Central Focus (entire lesson segment): By the end of class students will know how to properly strike a balla t a cuju goal , when in a testing , game or practice situation Lesson Focus:

# in c

Domains IEP Goals

Objectives Situation / Task / Criteria

Assessment Tool

Leng

Psychomotor

1A/1

1. In the lesson , students will be able to score 5 out of 8 shots on goal. By using the proper mechanics students will be able to chip the ball in .

Affective

2A/4

2. When rotating to the next station students will discuss , with appropriate language , how they are feeling and what their opinions are on cuju.

1A/5
Cognitive Academic Language Used Common Core Standards

3. When transitioning to grade eleven, students will write how they can apply the strategies discussed in todays in a game like situation . They must use and underline all 3 cues words. This assessment will be done neatly on an index card. Planting foot strike follow through.

Students will have the opportunity to practice and then be tested . This will help to create authentic games in the higher grades Students will be in a heterogeneous . Each person will have the opportunity to share what they are feeling with those around them. The end of the class is a great time to recap what was learned. Students will be writing and thinking about game like situations to build on their ability to play the game.

Teac

Comm Practi Recip Self-C Inclus Disco Proble Coope Statio Jig-Sa

Literacy For safety purposes , students must be aware of their surroundings. Stay inside of the boundaries . If a ball goes out of their station , warn the group that a ball is coming with ball down Travel with your peers and work together. This will benefit the group as a whole.

Equi balls. cones

References( e.g. Book, course packet, pg

Safety Statement

http://www.nscaa.com/

NYS Learning Standard 1 Personal Health and Fitness 1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities. 1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition NYS Learning Standard 2 A Safe and Healthy Environment 2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity. 2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication. 2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants. NYS Learning Standard 3 Resource Management 3a. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. 3b. Students will be informed consumers and be able to evaluate facilities and programs. 3c. Students will also be aware of career options in the field of physical fitness and sports

National Standards The physically literate i 1. Demonstrates competency in a variety of moto 2. Applies knowledge of concepts, principles, str and performance. 3. Demonstrates the knowledge and skills to ach level of physical activity and fitness. 4. Exhibits responsible personal and social behav 5. Recognizes the value of physical activity for h expression, and/or social interaction.

Health-related Fitness (HRF) NYS LS 1B (Please Bold) Cardiovascular endurance Muscular strength Muscular endurance Flexibility Body composition

What is the ongoing fitness theme or emphasis in this lesson? Explain how it is embedded and Skill-related Fitness Explain how it is embedded and where in where in the lesson it occurs: (SRF) the lesson it occurs: NYS LS 1A (Please Bold) Balance Coordination Agility Reaction time Speed Power

Explain how it is embedded and where in the lesson it occurs: Students will be working on , trying to the get the ball in the goal. This involves muscular strength by allowing students to learn the difference of power and finesse . The exercise of kicking at ball at a goal , had to be supported by the right type of muscular strength to get the ball through.

Explain how it is embedded and where in the lesson it occurs: The act of planting a foot , striking and then landing on ones kicking foot takes coordination. When kicking the ball into the net , the coordination needs to be developed before it can be put into game

Lesson Components

Time (mins)

Organization

Description

Students will each have their own soccer ball . They will stay in the boundaries of the basketball court. When drib have to try to lightly kick away the ball of a another student. They have to use shielding skills to protect their b away, students have to do 10 jumping jacks before they can enter back into the game. Instant Activity 10 T SSSSS SSSSS

Like a game of Simon says , students will listen to the voice of the instructor. Without a ball , students have to a kicking a ball. When the instructor says power they have to pretend to kick an imaginary ball lightly, when the inst , the students have to pretend to kick a ball with power. This is focusing on listening and demonstrating a skill.

Transition Introduction, Signal for Attention, Hook, Expectations

2 whistle blows

2min

Hello class , my name is Ms Anthes , I will be filling in today for Dr. B. When you hear my whistle blow two times th attention .I will say bring it in class. From the instant activity , can anyone guess what sport we are doing ? I gua what you are thinking. This sport is like soccer, its actually the origin of where soccer came from. Moving on in ou expectations are that you use an appropriate volume when speaking and that you are considerate of others on the ready to begin our lesson. Teaching Progressions Show some of the major tasks/activities listed on your Activity Progression Worksheet. Cues (Refinements) Simple secrets to improve performance. E.g. Low to high Make sure that all soccer balls have enough air and are not flat . Tasks - Activities for the whole class. E.g. Hit the ball over the net to your partner 10 times.

Variations / Modification Add variations to make the tasks according to the skill level of the and higher skilled students).

Demonstration #1

10min

Body of Lesson (Lesson Focus)

1min

Transition Demonstration #2

1. Students will have the opportunity to use 1. . laces power and finesse to get the ball in the goal. 3 2.head over shoulders Easier let the ball bounce and t different cones will be set up. Those will be the 3. aim Harder use non dominant foot. places of where the students can kick from. The ranges will be short, middle and long. Walking over to the next station . Students can discuss how they are feeling and doing during this time.

One touch passing 3 man weave style

10min

2min

Transition Demonstration #3

2. . Students will line up with 2 other people on a 1. run behind Easier stay closely knit togethe black line. They have to chip the ball to a person, 2.follow pass they have to run behind the person that they 3.chip Harder add in another ball passed to and fill in their place. Walk to the next station and discuss , students can express what they are feeling. Small sided game 3. students will partner up , there will be one goal , the main objective is to get a shot on goal. One student will be shooting , while the other will be lightly defending . The offender can only take 1. 3 touches 2.lightly defend 3.take a shot

Easier defender has to stay a fe

10min

Harder - defender can press hea zone.

three touches.

Transition Demonstration #4 4. 1. 2. 3. Easier Harder -

Transition Demonstration #5 5. 1. 2. 3. Easier Harder -

Transition Lesson Closure, Hook to Next Lesson 5min

Hey everyone awesome work today, I hope you enjoyed learning the different styles of kicking the ball. Please tu and talk about what you felt during todays lesson . Then talk about the cue that you thought was most helpful. Ne going over some defensive strategies . Please come prepared and on time.

Pre-planning: Previous instruction in this activity (earlier grade levels) Evaluation of Lesson Post-planning: Assessment Informs Teaching: future needs based on assessment results Teacher Reflection Notes: (Include any assessment, task cards, exit slips you used): Describe and number Attachments

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