Tiger PRIDE
11/5/14
GRADE LEVEL:
4rd Grade
CLASS SIZE:
22 students
LESSON LENGTH:
30 minutes
UNIT:
Throwing and Catching
LESSON #:
1 of 2
LESSON FOCUS:
football
PREVIOUSLY LEARNT SKILLS:
overhand throw, underhand throw, catching
techniques
FACILITITES:
Blacktop/Grass
EQUIPMENT:
football for each pair of students
polyspots
Time: 4 minutes.
Christopher Ngo
Tiger PRIDE
11/5/14
This is the partner set-up. X=Poly spots where students will stand.
Activity/COTS
Refinement
1 min.
Demo: Students will be instructed
on the cues of the skill for
overhand football throwing and
catching. Catching will first be
introduced then throwing will
follow. Student-teacher demo.
1 min.
Explain to the students that they Key Words:
will practice with a partner on the Fingers on laces,
poly spots. They must execute the point with opposite
cues of the skill.
shoulder, show your
muscles/create an L
with your arm, step
with opposite foot,
forward
whipping
action of the arm
2 min. Students practicing
Teacher movement:
30 sec
reinforce Affective
objective
30 sec
Refinement: challenge students to Reinforcing Affective
see how many reps/consecutive objective
catch and throws they can manage
in 2 minutes
2 min.
Students practicing.
Teacher movement:
reinforce Affective
objective
2 min
Transition/Re-group:
quick Key words/cues:
discussion about the strategies for hand like a diamond,
Organization
Semi-circle
Semi-circle
around teacher
General
activity space
Students
in
General Space
Students
in
General Space
Semi-circle
Christopher Ngo
Tiger PRIDE
11/5/14
4 min.
Students practicing
Reinforce Affective
objective, high fives
for great form on
passing, catches,
execution of cues of
the skill
Whole class in
GS
1 minute
30 sec
General space
Closure: 4 minutes
Class reviews what skills we learned today: football catching and throwing
Time: 2 minutes.
Class discusses strategies to keep good personal space and the importance of each cue
of the skill. Ask about the cues for passing and catching. Discuss throwing to a
moving target.
Time: 1 minute.
Discuss what students will be doing next class period and how what they learned in
your lesson will transfer into the next.
Time: 1 minute
Class ends with high-fives on exit.
Christopher Ngo
Tiger PRIDE
11/5/14
Assessment:
In addition to the systematic observations that will assess motor differences, time
spent in physical activity; you should spend this session assessing the affective skills
of your students and cultural differences you may see emerge. Take notes on the
following and include in your reflection journal:
- What languages did you hear the students speak?
- Who did the students partner with if given a choice?
- During down time who did the students socialize with?
- Were the students able to work effectively and without conflict with their
partners/teams? If not, what factors seemed to be causing conflict?
- What evidence of teamwork/communication did you see? (e.g. high fives etc)
- Did the students request any activities/sports? If so, what were they?
- What role does Maria play? How do the students respond to her? Does their
behavior change when she is around?
- Did you learn anything about the students home life/background? If so, what?