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	Students will be able to hit the ball consecutively to their partner 8 of 10 times during class. 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	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	Students will be precautious when hitting the ball, and moving around during each task given in class. 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	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	Students will be able to hit the ball consecutively to their partner 8 of 10 times during class. 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	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	Students will be precautious when hitting the ball, and moving around during each task given in class. 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	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