LSU Lesson Plan Format

Name: Michael Kennedy

Lesson Focus: Striking with an implement
Lesson Title: Golf

Date: 10/5/16
Grade: 5th

Class Length:
30 min
Class Size: 10

STANDARDS/BENCHMARK/GLEs:
Standard #2 (cognitive): Applies movement concepts and principles to the learning and development of
motor skills.
Benchmark 2-E-2: Applies critical elements to improve personal performance in fundamental and selected
specialized motor skills (e.g., describes and demonstrates body positions for each part of an overhand
throw).
GLOs:
2- E-2.1: Apply mature form for manipulative skills that include striking, volleying, dribbling, kicking,
throwing, and catching (use critical elements).
2- E-2.2: Identify proper techniques for a variety of fundamental skills while practicing with a partner
2- E-2.3: Demonstrate weight transfer (e.g. hands to feet, feet to hands, foot to foot, hand to hand) and
follow-thru while performing fundamental skills at fast and slow speeds.
Standard #5 (affective): Demonstrates responsible personal and social behavior in physical activity
settings.
Benchmark 5-E-5: Accepts and gives constructive feedback.
GLOs:
5- E-5.2: Provide appropriate feedback on skill performance to a partner in a positive manner and apply to
enhance performance.
5- E-5.3: Apply feedback given by teacher or peer to improve a skill.
Standard #1 (psychomotor): Demonstrates competency in many movement forms and proficiency in a
few movement forms
Benchmark 1-E-1: Demonstrates mature forms in locomotor, non-locomotor and manipulative skills.
GLOs:
1- E-1.1: Apply spatial awareness movement concepts for location (e.g., personal space, general space and
boundaries) while demonstrating basic game play strategies in individual and group activities.
LESSON OBJECTIVES: (TLW)
Cognitive: TLW identify the 4 skill cues of striking a stationary ball on the ground by the end of class
Affective: TLW provide feedback to a partner on their use of performing the 4 skill cues by the end of
class
Psychomotor: TLW be able to perform 3 of the 4 skill cues 80% of the time they strike the ball by the end
of class

 STUDENT LEARNING TARGETS: (TSW/I will)

Cognitive: I will recall the 4 skill cues of striking a stationary ball on the ground by the end of class
Affective: I will help my partner become good at striking the ball by the end of class
Psychomotor: I will practice the 4 skill cues with my partner by the end of class
ASSESSMENT/EVALUATION:
Cognitive: TTW evaluate the students knowledge to verbally recall the 4 skill cues on striking the ball
at by the end of class on an exit slip
Affective: TTW observe student participating with a partner and evaluate students assess with an exit
slip at the end of class
Psychomotor: TTW observe students striking the ball 4 times and look for 3 of the 4 skill cues being hit
75% of the time by the end of class
DEPTH OF KNOWLEDGE
Objective
Striking to a target
Moving target location
Watching your partner and checking
their skill cues

Higher-Order Thinking
Skill Addressed
application
Create
analyze

Skill/Concept Taught
Striking with an implement

ACCOMODATIONS:
Students on crutches can perform activity in a chair.
Students with a arm/hand injury can use their feet
MODIFICATIONS:
Gatorball (beginners)
Sockball (intermediate)
Poly spot/ hula hoops

INTEGRATION- COMMON CORE:

Learning Styles
Addressed
Visual, Kinesthetic
Visual
Visual and auditory

Skill Cues/Instructional Cues Used

1. Shoulder to target
2. Eye on the ball
3. Swing back
4. Follow through

Math: Students will be able to identify the winner of the round by determining the lower score between the
two of them.

EQUIPMENT/TEACHER MATERIALS:
Item:
Noodles
Gatorballs
Sockballs
Poly Spots/ hula hoops

Amount:
10
10
10
5/5

RESOURCES:
Youtube
Louisianabelieves.com
Children Moving: A Reflective approach of teaching physical education (George Graham)

SAFETY:
No hitting one another
Keep noodle low to the ground
No running
Special awareness

LESSON PROCEDURES/ACTIVITIES:
Time
35 seconds

Activity Description
Anticipatory Set: Ask the students the following questions
about golf.
Who has ever seen someone play golf?
What is the objective of golf ?
Can someone name a pro golfer they may know of?

20 seconds

Transition
Before we learn how to putt lets start the Instant activity

1 minutes

Instant Activity Instruction:

Paddle Golf With our hands
There are 6 hula hoops around the gym. Paddle the ball to the
hula hoop and the ball must stay inside hoop. You have to be
at least 5 feet away from the hoop and count how many
paddles it took you to get the ball to stay inside the hoop. You

Skill/Teacher Cues

Use student to
demonstrate

can go to any hoop you like. The point is to get the least
amount of paddles it took to get the ball inside the hoops.
105seconds Transition
Wait 5 seconds then do 10 seconds count to get a ball
5 minutes

Instant Activity Game Play:

Music starts

Students will begin activity by going to different hoops

and paddle the ball inside the hoop
May need to stop activity and then have to remind
students to try and get the least amount of hits. Players
will start in the hula hoop they just hit into.
30 seconds

Transition
10 seconds to put balls away and pick up a hula-hoop and
place them in the designated area

Time
2 minutes

Activity Description
Skill/Teacher Cues
Skill Instruction: Michael- Today we will be practicing
striking an object with an implement.
Skill cues
Shoulder to target
Eye on the ball
Swing back
Follow through
So you and your partner will Start a set distance from each
other and hit the ball back and forth. After 5 successful
hits each partner take 1 step back

30
seconds

Transition: Taller partner goes and gets the gator skin ball
ball. 1 per group and then the shorter partner goes and
gets 2 pool noonles. Give the students 30 seconds max to
get to there spots and start practicing. Play music
Skill Practice:
Make sure students are following skill cues and being aware
of the people around them. Making sure students are hitting
the ball when it is stationary. After students seem to be getting
at further distance. Pause them and if they want to trade out
there gator skin ball for a sock ball they can start them back up

6 minutes

Music stops

Have all students start off

with gator skin balls
Skill cues to remind
students
Shoulder to target
Eye on the ball
Swing back
Follow through
If students are struggling
hitting the ball straight stop
them and go over the shoulder
to target

If task looks to easy stop them

and have them switch o the sock
balls
20
seconds

Transition
Cut music and freeze kids have them put their equipment
next to their partners along the side of the gym with the
poly spots and come sit down.

Time
3 minutes

Activity Description
Culminating Activity Instruction:
Michael- Now we are going to put our putting skills we just
learned to the test.
I want the taller partner to go grab a hula-hoop goes along the
opposite side of your poly spot and the shorter partner to grab
either two sock balls or 1 depending if they had started
practicing with the sock ball yet You both should be back your
poly spot n 101. Eqipment down once you get to the station.
Since we are working on putting and the object of golf is use
the least amount of hits to get the ball into the hole. So we are
going to start off with everyone using the sock ball. Everyone
will try and get the sockball into the hula-hoop in one shot.
Demonstrate with student. Shorter partner starts and then
switch who hits first everytime. Remember to be watching
your partner and making sure they are following the skill cues------------->

10
seconds

Transition
Start the music and make sure students start the activity

7 minutes

Culminating Activity/Skill Application:

Students will be playing with their partners and making sure
they are doing the skill cues. After they have been playing for
about two rounds.
Stop them and give them the option of switching equipment.
They can change equipment and go back to gator skin balls
rather than sock balls
Level 2 Students may place the hula-hoop where ever they
want in the gym, but still start from the poly spots and still
only get one hit to the target.

Skill/Teacher Cues
Shoulder to target
Eye on the ball
Swing back
Follow through

Make sure to be watching

students and keeping them
on tasks. If students get
bored make sure to add in
the different levels.

Level three students now can have more than one hit and may
switch their hula-hoops out with the poly spots
30
seconds

Transition
Have everyone freeze where they are at. Hula hoops and
poly spots are returned to the starting points and then
noodles and balls are returned to the area where they were
grabbed from

CLOSURE:
Review the 4 skill cues with students
Then have students fill out an exit slip with their name and partners name, 3 of the four skill cues and circle
the skill cue you thought your partner was the best at doing today.