SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Colin Tullson

DATE: 11/21/16

TIME: 40 min

SCHOOL: Mary Walsh Elementary School

LESSON#: 2 of 5 FACILITIES: of gymnasium

CLASS SIZE: 10-12

UNIT/THEME: Throwing and catching & stretch

GRADE: 3

GENERIC LEVEL: Pre-control/control

EQUIPMENT:

1. 4 cones
5. bean bags

2. hula hoops
6. 15 hard balls

3. Images of skills 4. 12 shuttlecocks

7. 20 softer balls 8. scarves

FOCUS OF LESSON: Throwing and catching while exploring fast, far, and high
STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + National Standard(s)/Grade Level
Outcomes; Task #s where content is taught; Task # where objective is assessed:
By the end of the lesson, students should be able to:
(C) Describe the differences of the 3 relationships fast, far, and high by demonstrating to the class the
different throws that can be made. (S1.E14.3; MA CF 2.2) (Taught: Tasks 1,2 Assessed: After 2nd Task)
(A) Indicate personal enjoyment of fast, far, and high by responding to the certain music being played
by the teacher (S5. E3.3; MA CF 2.7) (Taught: Tasks 2 Assessed: Task 2)
(P) Explore at least 2 form of the 3 relationships that were used while throwing and catching with a
partner. (S2.E3.3; MA CF 2.1) (Taught: Tasks 1,2 Assessed: Tasks 1 & 2)
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Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Reduce waiting time by enforcing the rules on how to use the equipment before each activity
2. Create an enjoyable environment for the students to catch and throw safely, being aware of students
general and personal space.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
The class I am teaching is in the 3rd grade. The safety concerns with the class would be watching their
personal space when performing the activities. Students need to be aware of the walls and boundaries.
REFERENCES: Graham, G., Holt/Hale, S., & Parker, M. (2013). Children moving: A reflective

approach to teaching physical education (9th ed.). New York: McGraw Hill
Couturier, L., Chepko, S., Holt/Hale, S. (2014). National Standards & Grade Level Outcomes
for K-12 Physical Education (2nd ed.). Virginia: SHAPE America
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LESSON PLAN FORM

0-5:00

5-7:00

7-10:00

Key: T=Teacher S=Student ---=wall X=cones o=hot spot b=bean bags H=hoop

Students enter gym and get to their spot on the floor

Instant Activity: Have the class walk over to the
baseline. Ss must maintain their personal space by
holding their arms out
(Have students check their personal space by twisting
their arms in place)
Ss will have 1 shuttlecock each, and will practice
throwing and catching to themselves
Once a S gets 10 catches in a row, they will perform
10 jumping jacks, and a 10 second plank
Transition pick up birdies, stand back onto baseline
Stop & Go signals (Ready, Go) (3,2,1 freeze)
Lesson Purpose:
Exploring the relationship of fast, far, high (Show
examples)
Divergent Style
Task #1: Demonstration T shows Ss how to catch
with proper form, giving the proper Skill Cues.
watch the ball
reach towards ball
pull in
get behind
Task #1: Catching off a wall
Transition: Get Ss to line up and find on a hot spot
along the wall

REFLECTIONS
S
S
S

S
S
S

S
S

S
S

SSSSSSSSSS
T

10-12:00

12-14:00

Task #1
Activity Ss begin by throwing a ball off their section
of the wall and catch it.
Throwing at a large target (wall of the gymnasium)
Teaching by invitation:
Once Ss show the T that they are consistent with
catching a type of ball, they can choose a different,
more difficult one to use.

Extension #1
-throw the ball against wall, let it bounce on the
ground once and catch it
Modification: Ss still having trouble can throw off the
wall and catch it directly
Extension #2
-have Ss try and catch the ball at chest level every
throw, and can back up throwing ball harder
X
Motivational Objectives how many catches can you
get in a row?
Record progress/skill cues on a checklist
Transition: Ss make their way back behind the
baseline, getting to a spot where they can see the T

14-20:00

X
-------------------------S S S S S
o o o o o

T
o o
o
o
S S
S
S
-------------------------

X
SSSSSSSSSSSS
T

Task #2: Informing/Demo Teacher- Next, Ss will

practice throwing to a partner
Transition: Ss will line up on hot spots, but this time
they will need to change groups
Review/Check for understanding
How do we throw and catch safely? (T & S
demonstration)

20-25:00

25-28:00

28-30:00

30-32:00

Skill Cues
Face target
Arm back
Step with opposition
Follow through
The T will make sure to freeze the class at times
during the activity to show the Ss where they stand
in terms of their throwing and personal space!
Praise them for doing a great job, or if Ss are not
successful, review skill cues again
Task #2: Activity Assimilating Style Ss will work
together to practice throwing and catching with each
other. Each S will start on a hot spot again. The Ss will
wait for the ready go signal to start throwing. The
class must make sure to aim ONLY towards their
partners when throwing.
Modification: Ss can use an easier ball
Extension Down: Ss can self-catch on the side
Extension # 1
-challenge Ss on throwing the ball high to partner
Extension #2
-challenge Ss who are successful to throw high and far
to their partner
Cognitive Challenge: Ss need to listen for signal of
music being played either fast or slow. Fast paced
music Ss will throw fast, slow music Ss will need to
throw high
Review skill cues
Motivational Objective: Challenge Ss how many
catches they can get in 1 min!
Cooperative Learning and Team Building Game
Turkey Day Relay! A challenge for the class to see

S
o

S
o

S
o

S
o

S
o

T
X

32-33:00

33-38:00

38-40:00

which group can convert the most throws and catches

together along the gym floor. Wait for the signal of
music to start. Students really need to be aware of
their personal space. Groups of 3 will line across the
gym in their OWN lane. They will need to stand in
place and wait for each throw to be made to relay. Ss
are required to have fast throws to move as quickly as
possible. They will also need to relay a high ball back
every time the Ss get to the end of the relay. Fast and
high relays will repeat until a group has 2 cycles, then
the group will have to change positions in the relay.
Once the team has rotated at each position, they will
build their turkey using a hula hoop and materials. Sit
down to finish!
Transition: T and Ss help pick up hot spots, cones, and
other equipment that is out.
Technology: Before closing the T will open the
Down Dog app, this will be a nice cool down for
the class. The T will guide the S through a few
stretches to relax the minds & muscles!
Closure:
Cognitive Review the relationship of fast, far, and
high. Have students say the movements we used to
explore the relationships (throwing and catching)
Affective Did you boys and girls have fun throwing
far and high today?! Exit Slip have Ss identify the
different ways to practice throwing and catching
Explain that you can throw and catch anywhere as
well as by yourself!
Psychomotor Show the teacher how to throw and
catch
Review the lessons purpose again
Closing (Both Classes) Students line up by the door

SSSSSSSS
T
SSSSS
SSSSS
T

Student Assessment Checklist

Throwing and Catching
Students

Using opposition to throw

Aiming at target and following

through
Successfully responded to the
different signals of music
Catching with two hands,
reaching for object and pulling
into body

Always

Sometimes

Never