SUNY Cortland Physical Education

Lesson Plan

1  of  1

NYS/NASPE

Standards

Teacher(s):   TJ     Crosby          

School: SUNY Cortland

Date: 10/29/10

Grade: College

# in class: 14

Teaching Style:   Command       Practice              Reciprocal        Self-Check         Guided Discovery

                              Inclusion        Convergent    Divergent         Jigsaw                  Cooperative

Domains

Objectives

Assessment Tool

Length of class: 10 mins

Psychomotor

1A/ 1

1. By the end of class, students will be able to strike the ball through a hoop 4/5 times..

Visual Check by Teacher

Unit: Hurling

Focus: Basic Skills

Affective

2/ 5

2. Throughout the entire class, students will demonstrate safety and awareness by making sure that the area around them is clear before swinging the hurley.

Visual Check by Teacher

Equipment: Rackets, tennis balls, posters

Cognitive

1A/ 2

3. In the lesson closure, students will be able to strike the ball through the hoop when asked by the teacher.

Visual Check by Teacher

Safety Statement

2/ 5

4. Throughout the entire class, students will demonstrate safety at all times by listening and following the teacher’s instructions, by not fooling around, and by not adding non-essential strikes that could cause harm to another student.

Visual Check by Teacher

References (e.g. pg #/website): http://www.youtube.com/results?search_query=hurling+skills&aq=0

NYS Learning Standards

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

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.

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

NASPE Content Standards – A physically educated person:

1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

2. Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.

3. Participates regularly in physical activity.

4. Achieves and maintains a health-enhancing level of physical fitness.

5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction

Where is fitness (NYS LS 1B) integrated into the lesson?

Are components of fitness explicitly taught in fitness activity, health and/or skill related fitness component?

Are components of fitness implicitly taught e.g. MVPA in a game?

Health-related Fitness (HRF)  

HRF Goals

Sport-related Fitness (SRF)

SRF Goals

1. Cardiovascular endurance

1. Elevate HR throughout lesson

1. Balance

1. Sufficient throughout drills

2. Muscular strength

2.

2. Coordination

2. Within lesson body

3. Muscular endurance

3.  

3. Agility

3. Sufficient throughout drills

4. Flexibility

4.

4. Reaction time

4. Reasonable response time during drills

5. Body composition

5.

5. Speed

5.

6. Power

6. Sufficient for swing portion of striking


Lesson Components

Time (mins)

Organization &

Transitions

Teaching Progressions – Showing the major number of activities within the selected level of (PC/C/U/P) for the class

Also include some alternate activities if the class needs to move to simpler or higher levels of skill

Adaptations Assessments, Reminders

Instant Activity

Physical Fitness

Introduction, Signal for Attention

Anticipatory Set

1 min

T

SS          SS

SS    SS

SS

Semi circle with T in front

  • Good morning class.  My name is Mr. Crosby.  My signal for attention will be my voice- when you hear it, please stop, look and listen to what I have to say.
  • Today we are continuing with our Hurling unit and by the end of today you will be able to strike the sliotar at a target.
  • As always, please listen to and follow my instructions at all times and don’t fool around- this is to ensure everyone’s safety.  You’ll sit out if you cannot demonstrate self-control.

Check for attention, dress, etc.

Count numbers for later organization.

Demonstration

1 min

T- S

SS          SS

SS    SS

SS

Semi circle  w/ T in front

w/ S demonstrator  

  • Demonstrate Two Person Wall Drill- Strike ball off of wall, partner catches and repeats.
  • Use cues to help students remember.

  • Striking cues
  1. Drop with non-dominant hand.
  2. Step to sliotar (ball).
  3. Swing through the sliotar (ball).

Remind about safety.

Body of Lesson

(Lesson Focus)

Tasks (Extensions) - Activities for the whole class

Cues (Refinements) – Secret to improve performance

Challenges (Applications) - More chances to practice the same tasks

1 min

T

SSSSSSSSS

1. Get a racket and ball.  Stand on the line facing the wall.  Strike the ball off the wall and catch. Repeat.

1. Drop with non-dominant hand.

Step to ball.

Swing through the ball.

1. How many times can you hit the ball off the wall and catch it in a row without dropping the ball.

Feedback examples:

Ryan- Good timing on your swing.

Nick- for best aim, make sure to keep your eye on the ball.

1 min

T

S-S

S-S

S-S

S-S

S-S

S-S

2. Get a partner, stand on the black line facing each other.  Strike the ball to your partner and your partner will catch. Repeat.

2. Drop with non-dominant hand.

Step to ball.

Swing through the ball.

Partner catches.

Repeat.

2. How many times can you and your partner catch each others pass without dropping the ball.

Students can move closer or further to change difficulty.

2 min

T

S-S S-S S-S S-S

3. Stay with your  partner, go to an open spot on the wall.  Stand about 10 feet from the wall facing the wall.  Stand a little more than arms length apart.  Strike the ball off the wall and your partner will catch it.  Repeat.

3. Drop with non-dominant hand.

Step to ball.

Swing through the ball.

Hit off wall,

Partner catches.

Repeat.

3. 30 seconds to see which group can catch the most off of the wall in a row without dropping the ball.

Students can move closer or further to change difficulty.

2 min

T

S – S

S – S

S – S

S – S

S – S

S – S

S - S

4. Each partner go to different sides of the court.  Line up in single file at the foul line.  One at a time strike the ball at a target on the wall.

4. Drop with non-dominant hand.

Step to ball.

Swing through the ball.

Hit target.

4. Count  how many times you can hit one of the targets.

Students can move closer or further to change difficulty.

2 min

SSSSSSS

T

SSSSSSS

5. The group that you are with is now your team.  Move back behind the three-point line.  This is the All Irish Challenge.  Hit the ball at the targets for 3 points or through the uprights for 1 point.  One person strikes at a time.

5. Drop with non-dominant hand.

Step to ball.

Swing through the ball.

Hit target.

5. Count out your score and see if you can beat the other team to win the All Irish Challenge

Students can move closer or further to change difficulty.

Activity close (Optional)

Lesson Closure

1 min

T

SS          SS

SS    SS

SS

Semi circle with T in front

  • Lets review the skills that we have learned.
  1. Drop with non-dominant hand.
  2. Step to ball.
  3. Swing through the ball.

Stand in front of visual aid.

Evaluation of Lesson

Pre-planning: Previous instruction in this activity (earlier grade levels)

Post-planning: “Assessment Drives Teaching:” future needs based on assessment results

Teacher Reflection Notes:

"Guiding and inspiring youngsters in the process of becoming physically educated and healthy for a lifetime."