Sunday, November 30, 2008

Lesson Plan 2



SUNY
Cortland Physical Education



Toby
MacCart


















































Lesson
Plan


__2__of
­­__3_



NYS/NASPE


Standards



School
and Teacher Names:


Teaching
Style:
Command Practice Reciprocal
Self-Check Guided Discovery


Inclusion
Convergent Divergent Jigsaw
Cooperative



Date:
10/15/08


Grade:
8th


# in
class:
20



Domains



Objectives



Assessment
Tool



Length
of class:
14 mins.



Psychomotor



NYS
– 1


NASPE - 1




  1. Students
    will be able to hit the ball consecutively to their partner 8 of
    10 times during class.


  2. Students
    will be able to accurately hit a serve to their partner 7 of 10
    times during class




Peer,
teacher



Unit:
Fistball


Focus:
Hitting Form, Game play



Affective



NYS
- 1, 2


NASPE –
5



2.
Students will be able to work effectively with a partner and
recive positive feedback and group while completing the activities
during class.



Self



Equipment:


20
Volleyballs


Volleyball
nets






Cognitive



NYS
- 1


NASPE –
1, 2




  1. Students
    will be able to recite the cues for the underhand shot and
    overhand shot, high setup shot and serve by the end of class.







Teacher


Oral Quiz



Safety
Statement



NYS
- 2


NASPE - 5




  1. Students
    will be precautious when hitting the ball, and moving around
    during each task given in class.


  2. During
    class, students will be aware out their surroundings, with net
    poles exposed in the middle of classroom.




Self



References:






























































Content



Time
(mins)



Organization
&


Transitions



Teaching
Progressions



Adaptations
Assessments, Reminders



Instant
Activity



1








  • Review:
    Underhand hit, Overhand hit, and High Setup Shot




Individual (Underhand,
Overhand, High Setup shot)


Partner
pass (Underhand, Overhand, High Setup shot)




  • Non-Dominant
    Hand


  • 10
    Times in a row(overhand and underhand hit)


  • Hit
    3 successful High Set Up shots.







Intro.,


SFA,
&


Anticipartory
set



.5


.5








  • Approach
    to Spike




Get under ball



Jump straight up (keep
momentum on same side of net)


Hit
ball at the highest point and snap down




  • Non
    Dominant Hand



Accuracy






Demo






.5


.5








  • Serve




Toss ball straight up and snap
it over


Hit
to make difficult for other team



Accuracy



Body of
Lesson



5
















































































5






Skill:
Hitting Progressions





Frame1









Make
sure students give each other feedback on their position under the
ball







































































Remind
students to hit ball lightly so it does not fly all over classroom
































Peers
should give feedback and watch partners feet and hit location





















































Students
should have just enough power to hit ball in box and not out of
bounds



Assess



.5


.5








  • Check
    for understanding with oral quiz on the cues for the approach to
    the spike and the serve





  • Get
    under ball


  • Jump
    straight up


  • Hit
    ball at highest point



Throw
ball straight up



  • Snap
    over







  • Feet
    planted


  • Vertical
    high toss


  • Hit
    ball at highest reach point













Closure









.5


.5










Next
class get into serving and game play


Next
class 5 Vs. 5 ultimate fistball tournament







  • Bring
    game face







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














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











Teacher
Reflection Notes:




























































Glossary of Terms:



SFA – Signal for Attention



CFU – Checking For
Understanding



IA – Instant Activity



IV – Intratask Variation



OTR – Opportunities To
Respond



TBI – Teaching By
Invitation










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







Time Coding Assignment



Student's
use of time coding form





Teacher:
Dr. Yang Class: EDU 255


Topic:
Grade:


Date:
9/20/2008 # of Students:


Time
analysis codes:
Decision
is based on what 51% of the observed students are doing at the
time.

























M
= Management



Time when
most students
(over 50%) are not receiving instruction or involved in lesson
activity (e.g., changing activities, getting out or putting away
equipment, listening to behavior rules or reminder).



A
= Activity



Time when
most students (over 50%) are involved in physical movement (e.g.,
catching a ball, throwing at a target, running).



I
- Instruction



Time when
most students (over 50%) are receiving information about how to
move or perform a skill (e.g., how to move using all the space,
watching a demonstration, listening to instructions).



W
= Waiting



Time when
most students (over 50%) are
not
involved in the other
categories (e.g., group activity but only one or two are
participating, waiting for a turn, off-task behavior, waiting for
the teacher to give directions).









1
2 3 4
5 6 7
8 9 10




























































































































































































































































































































I



I



I



I



I



I



I



I



M



M



M



M



M



M



M










































































































11
12 13 14
15 16 17
18 19 20


































































































































































































































































































































































































































































21
22 23 24
25 26 27
28 29 30



































































































































































































































































































































































































































































Percent of M time = 105
÷ 225 = 47 %



TOTAL M seconds TOTAL LESSON
seconds







Percent of A time = 0
÷ 225 = 0 %



TOTAL A seconds TOTAL LESSON
seconds







Percent of I time = 120
÷ 225 = 53 %



TOTAL I seconds TOTAL LESSON
seconds







Percent of W time = 0
÷ 225 = 0 %



TOTAL W seconds TOTAL LESSON
seconds


Grade:


Management
< 15% = 1 pt.


Activity
> 50% = 2 pts.


Instruction
< 30% = 1 pt.


Waiting
< 5% = 1 pt.
Total
Score (M+A+I+W)= 1



Lesson Plan 1b



SUNY
Cortland Physical Education



Toby
MacCart


















































Lesson
Plan


__2__of
­­__3_



NYS/NASPE


Standards



School
and Teacher Names:


Teaching
Style:
Command Practice Reciprocal
Self-Check Guided Discovery


Inclusion
Convergent Divergent Jigsaw
Cooperative



Date:
10/15/08


Grade:
8th


# in
class:
20



Domains



Objectives



Assessment
Tool



Length
of class:
7 mins.



Psychomotor



NYS
– 1


NASPE - 1




  1. Students
    will be able to hit the ball consecutively to their partner 8 of
    10 times during class.


  2. Students
    will be able to accurately hit a serve to their partner 7 of 10
    times during class




Peer,
teacher



Unit:
Fistball


Focus:
Hitting Form



Affective



NYS
- 1, 2


NASPE –
5



2.
Students will be able to work effectively with a partner and group
while completing the activities during class.



Self



Equipment:


20
Volleyballs


Volleyball
nets






Cognitive



NYS
- 1


NASPE –
1, 2




  1. Students
    will be able to recite the cues for the underhand shot and
    overhand shot, high setup shot and serve by the end of class.







Teacher


Oral Quiz



Safety
Statement



NYS
- 2


NASPE - 5




  1. Students
    will be precautious when hitting the ball, and moving around
    during each task given in class.


  2. During
    class, students will be aware out their surroundings, with net
    poles exposed in the middle of classroom.




Self



References:






























































Content



Time
(mins)



Organization
&


Transitions



Teaching
Progressions



Adaptations
Assessments, Reminders



Instant
Activity



1








  • Underhand
    hit, Overhand hit, and High Setup Shot




Individual (Underhand,
Overhand, High Setup shot)


Partner
pass (Underhand, Overhand, High Setup shot)




  • Non-Dominant
    Hand


  • 10
    Times in a row(overhand and underhand hit)


  • Hit
    3 successful High Set Up shots.







Intro.,


SFA,
&


Anticipartory
set



.5








  • Approach
    to Spike




Get under ball



Jump straight up (keep
momentum on same side of net)


Hit
ball at the highest point and snap down




  • Non
    Dominant Hand



Accuracy






Demo






.5








  • Serve




Toss ball straight up and snap
it over


Hit
to make difficult for other team



Accuracy



Body of
Lesson



5






Skill:
Hitting Progressions





Frame1








































































Make
sure students give each other feedback on their position under the
ball



































Remind
students to hit ball lightly so it does not fly all over classroom



Assess



.5








  • Check
    for understanding with oral quiz on the cues for the approach to
    the spike and the serve





  • Get
    under ball


  • Jump
    straight up


  • Hit
    ball at highest point






Throw
ball straight up


Snap over









Closure









.5










Next
class get into game play and more strategic ways to play the game













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














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











Teacher
Reflection Notes:




























































Glossary of Terms:



SFA – Signal for Attention



CFU – Checking For
Understanding



IA – Instant Activity



IV – Intratask Variation



OTR – Opportunities To
Respond



TBI – Teaching By
Invitation










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







Transcript


Toby MacCart


Transcript


EDU 255


Dr. Yang






Transcript


(To
Everyone)


Alright,
so now that we learned the concept of how to throw, for in game play,
we have to learn how to throw to a moving target OK?


(To
Everyone)


So
what I want you guys to do is get n six lines down on the baseline
facing the middle of the gym ok?


(To
Everyone)


Yea,
chop chop.


(To
Everyone)


Let’s
see some hustle.


(To
Everyone)


Try
to make the lines as even as you can.


(To
Everyone)


We
need more people down here.


(To
Everyone)


Spread
out, spread down the line.


(To
Everyone)


Keep
going, keep going, work your way down.


(To
John)


No
John stay there, John stay there


(To
Everyone)


Ok
so what now I want you to do is, these two groups are going to face
each other, the middle two groups are going to face each other, and
the end two groups are going to face each other.


(To
Everyone)


Now
what you are going to do is to start, is your going to simple shuffle
down the gym throwing the Frisbee back and fourth to each other.


(To
Everyone)


Now
the most important part about this is when your throwing the Frisbee
you have to make sure you’re throwing it in front of them to
lead them, so they catch it in front of them, and don’t have to
catch it behind them


(To
Everyone)


OK,
so you guys can do that.


(To
Everyone)


Go!


(To
Everyone)


Go
to the half, go to the half court, aw my bad.


(To
Everyone)


Go
to the half court, or just go all the way down.


(To
Everyone)


Just
go all the way down to the other side.


(To
Everyone)


Yea,
now do the same exact thing going back, alright?


(To
Jack)


Good
Jack, good Jack


(To
Mike)


Good
Mike, good lead


(To
Everyone)


Good
Job


(To
Everyone)


Alright,
haha, you alright? You OK?


(To
Everyone)


Alright,
so now, Alright so now to challenge yourself, what you can do is you
can back pedal and throw it on the run or you can run forward and
throw it on the run, instead of shuffling you can run backwards or
forwards, just discuss it with your partner and figure out what you
want to do.


(To
Everyone)


Alright
go all the way down to the end of the gym again, go.


(To
Joe)


Good
Joe, good.


(To
Jeff)


Just
hop in with a group of, yea.


(To
Erin)


Keep
going, keep going.


(To
Everyone)


Alright,
now do the same thing, do the opposite of what you just did. Go.


(To
Joe)


Good
Joe


(To
Frankie)


Good
Frankie, nice job.


(To
Rick)


Good
Rick, good Rick


(To
Everyone)


Come
on finish it, finish it.


(To
Everyone)


Alright,
now, now, now, to make it more game-like, I want to see how fast you
guys can get up, or get down to the other side, alright?


(To
Everyone)


So
as fast as you can get down to the other side, OK? Go!


(To
?)


I’m
sorry!


(To
Everyone)


Good


(To
Everyone)


It’s
a little bit more difficult when you’re trying to run full
speed, so were going to do it one more time going back alright?


(To
Everyone)


Go!





(To
Courteny)


Good
Courteny, good throw.


(To
Glenn)


Good
Glenn.


(To
Katie)


Nice
throw Katie, that was nice.


(To
Jack)


Nice
throw Jack


(To
Everyone)


Alright
good work, can everybody bring it in?









Time Coding Assignment



Student's
use of time coding form





Teacher:
Dr. Yang Class: EDU 255


Topic:
Grade:


Date:
9/20/2008 # of Students:


Time
analysis codes:
Decision
is based on what 51% of the observed students are doing at the
time.

























M
= Management



Time when
most students
(over 50%) are not receiving instruction or involved in lesson
activity (e.g., changing activities, getting out or putting away
equipment, listening to behavior rules or reminder).



A
= Activity



Time when
most students (over 50%) are involved in physical movement (e.g.,
catching a ball, throwing at a target, running).



I
- Instruction



Time when
most students (over 50%) are receiving information about how to
move or perform a skill (e.g., how to move using all the space,
watching a demonstration, listening to instructions).



W
= Waiting



Time when
most students (over 50%) are
not
involved in the other
categories (e.g., group activity but only one or two are
participating, waiting for a turn, off-task behavior, waiting for
the teacher to give directions).









1
2 3 4
5 6 7
8 9 10




























































































































































































































































































































I



I



I



I



I



I



I



I



M



M



M



M



M



M



M










































































































11
12 13 14
15 16 17
18 19 20


































































































































































































































































































































































































































































21
22 23 24
25 26 27
28 29 30



































































































































































































































































































































































































































































Percent of M time = 105
÷ 225 = 47 %



TOTAL M seconds TOTAL LESSON
seconds







Percent of A time = 0
÷ 225 = 0 %



TOTAL A seconds TOTAL LESSON
seconds







Percent of I time = 120
÷ 225 = 53 %



TOTAL I seconds TOTAL LESSON
seconds







Percent of W time = 0
÷ 225 = 0 %



TOTAL W seconds TOTAL LESSON
seconds


Grade:


Management
< 15% = 1 pt.


Activity
> 50% = 2 pts.


Instruction
< 30% = 1 pt.


Waiting
< 5% = 1 pt.
Total
Score (M+A+I+W)= 1