Teacher Candidate(s): Lesson Plan 1 of 1 NYS/NASPE Standards

Hannah Anthes

School: South Hill Elementary

Date: 4/1/14 Grade: 5th

Unit/Movement Concept: Wrestling a tire. Central Focus : After the third activity, students will demonstrate the proper cues of how to wrestle a tire 2 out of 3 times.

# in class: 18 Length of class: 40mins Teaching Styles:

Command Practice Reciprocal Self-Check Inclusion Discovery Problem Solving Cooperative Stations Jig-Saw

Domains 1. At Psychomotor
1A / 1

Objectives

Assessment Tool & When it is used

the end of the instant activity, students will demonstrate competency in jumping by scoring a on this assessment. They will properly use the cues and the right form to execute the skill
2. Students after activity 1, will respect those around them, by giving them enough space to jump and tuck. In this activity they will keep a good activity. 3. At the end of activity 3 students will participate in a group discussion. By analyzing what they did, they will describe the proper way to shield a ball or tire. By using academic language in their sentences this will contribute to the group conversation. Open, sheltered, supine, prone, protect, body parts

Formal, my observation and rubric. Informal, I will be able to see this and make note if students are respecting each other. Informal, this will be a chance for students to share their opinions and thoughts

Affective

2A/ 4

1A/ 5

Cognitive Academic Language Used Literacy

Common Core Standards

Equipment: 10 floor mats, 9 tires, 9 foam balls. . For the safety of themselves and others, students need to listen to the instructor at all times. The magic word in the unit of wrestling is pop corn that word will be used if if your partner accidently grabs you or presses too hard when wrestling the ball or tire. References( e.g. Book, course packet, pg #, complete web address URL): http://www.keepolympicwrestling.com/page/show/842473wrestling-facts

1 min Safety Statement

NYS Learning 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 NYS Learning 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. NYS Learning 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

National Standards The physically literate individual: 1. Demonstrates competency in a variety of motor skills and movement patterns. 2. Applies knowledge of concepts, principles, strategies and tactics related to movement and performance. 3. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. 4. Exhibits responsible personal and social behavior that respects self and others. 5. Recognizes the value of physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction.

Health-related Fitness (HRF) NYS LS 1B

What is the ongoing fitness theme or emphasis in this lesson? Explain how it is embedded and where in the lesson it Skill-related Fitness (SRF) Explain how it is embedded and where in the lesson it occurs: occurs: NYS LS 1A

(Please Bold) Cardiovascular endurance Muscular strength Muscular endurance Flexibility Body composition

In activity 2 and 3 students will work on shielding an object. Their flexibility, in their abdominal wall they will use muscular endurance to hold the objet.

(Please Bold) Balance Coordination Agility Reaction time Speed Power

Students will learn about coordination and how to manipulate an object while shielding another person off, in activity 4 and 5

(i.e. Concepts taught, goals, estimated MVPA through a game/activity, heart rate, RPE, step counts, FITT, etc.)

(i.e. Concepts taught, goals, FITT, etc.)

Lesson Components

Time (mins)

Organization

Description

T Instant Activity 5 SSSSSS SSSSS SSSSSS

In the game what time is it students will be taking a different amount of jumps. One person will stand at the end of the gym. The class will ask what time is it? if the person says 4 oclock everyone will take 4 jumps to the person. The object is to get to the person. At any time the person can call midnight this means the person in the front of the gym will run and chase everyone. The students being chased have to make to the other side without being tagged. Whoever gets tagged is the next person to ask what time is it

Adaptations, Assessments, Reminders CFU Academic Language Reminder : be careful on the mats land softly. When jumping have full extension of body and use arms. Assessment ; here I will be assessing the class on jumping . This data will be used in a pre assessment. Reminder : freeze eyes and ears are on me , mouths are closed. Students are listening for the next set of directions.

30 second s Introduction, Signal for Attention, Hook Body of Lesson (Lesson Focus)

Transition

Hand raised freeze class comes and sits around me on the mats.

2 min

SSSSSSSS SSSSSSSS T

Hello my name is Ms Anthes, I am a student at Cortland, and I am learning to become a teacher. This is my first lesson with you all and I am very excited. Last week we started to get into our wrestling unit. So I did some research and I learned that wrestling was one of the original Olympic sports to compete in. The USA has won 129 medals and 52 of them have been gold! For today my signal of attention will be the word freeze with my hand raised. When you see that I need eyes and ears on me. Teaching Progressions Show some of the major tasks/activities listed on your Activity Progression Worksheet within the selected level of (PC/C/U/P) for the class.

5 min

Demonstration #1

Challenges (Applications) Modifications More game-like chances to Add modifications to make the practice the same tasks at the tasks easier and harder according same difficulty level. E.g. In 90 to the skill level of the students. seconds, see how many times (GLSP) you can hit the ball to your partner. I will have one student come up to the front of the room and give the instructions. They will show what I am saying . Tasks (Extensions) - Activities for the whole class. E.g. Hit the ball over the net to your partner 10 times. Cues (Refinements) Simple secrets to improve performance. E.g. Low to high 1. The two commands are open and shelter. Now to throw in some listening skills, I am going to say one thing, but you are going to have to do the opposite. So when I say shelter, you are not going to crawl into a ball, instead you are going to do a big star jump. And for open, you are going to crawl into a ball. Supine and prone will still be the same. I will have the students come and sit in front of me . 1. Eyes up front 2.Ears listening 3.think first 1. have the class close their eyes 2. speed up the commands Easier Only use open and sheltered and dont make them opposites Harder - add some new terms from previous classes. Like pike, tuck.

Adaptations, Assessments, Reminders CFU Academic Language

Assessment : What do you think being open and being closed would help you in wrestling? What is shielding Focus student number 1 can sit on my right side to help them focus.

10

Transition I will have one student come up and help me demonstrate what we are about to do. The other students will stand around us, so they can what it looks like from a bids eye view. 2. Ball 1. Shield the ball The class will partner up, there will 9 groups of 2. 2. Go for the ball Each group will have one foam ball. The objective 3. Stay in your space of this activity is to shield the ball away from their partner.. Like we did in the previous lesson, I will say clap your hands twice, touch your head, put both hands in the air , Go ! when the class hears that the partner s will go for the ball. They are wrestling the ball, not each other. One person is shielding the ball, while the other is tugging to get it away. When the students are done, they will sit criss cross with the ball in front of them. I will say bring it in and have the students sit on the mats around me. Transition 1. Have the students start with the ball, so that their feet are touching it. 2. Have the students sit back to back, they have to work together now to stand up, let the ball drop, then they may wrestle it.

Demonstration #2

Easier Use a bigger ball, and give more space to work in. Harder - Make the ball smaller and give more commands to listen to.

Reminder : tug for the ball, not your partner Adaptations : Instead of using a ball, go back to thumb and arm wrestling.

3 min

Focus student number 2 can sit right in front of me .This will help them keep their focus. 1. Only allow students to use their legs 2. Have students start back to back Easier Have students always facing each other Harder Only use right leg and right arm or left leg and left arm.

Demonstration #3

Here I will have two students come up and say what they remember from what they learned last year 3. Tire Here there is more tactics involved. Students will have to find a way to wrestle the tire and either get it away from their partner or shield it. 1. Use your full body 2.use your body to shield 3.Find loop holes Reminder focus on Sheltering the tire. Cover it with your body.

8 min

10 second s

When I say freeze students will bring it in on me. Students will sit on a mat in front of me. Transition

Demonstration #4

10 min

Tire wrestling , now with a rotation 4. I will have the class break up into half. There will be a circle of 9 in the middle with a circle of 9 on the outside. The circle of 9 on the outside will have a tire. The people in the inner circle facing the outside circle will wrestle each other for 1:30, students will then come back to the circle and stand next to the person that they were before. The people on the inside will take one step to the right. They will then wrestle that person for 1:30 and we will go around till we get back to the start.

1. Move to the right 2. stay next to the same person every time 3. find your own space

1. Change the tire size 2.add more than one tire

Easier have boys stay with boys and girls wrestle each other Harder - find a person same height, same color eyes, someone whos taller Assessment : I will have the class discuss what they thought worked and what didnt work. I would like to hear feedback from them.

10 second s

I will call the students in to talk about the activity that they just did Transition I will have a different student come up and help demonstrate Demonstration #5 5. In this activity, to have some fun, we will wrestle the tire with different body parts. This will include our feet, right arm, left arm, 1. listen carefully 2. respect your partner 3. keep contact with the tire Everyone helps to put the tire away and puts their shoes back on. 1. Have students close their eyes 2. both students must be touching the tire at all times Easier Give more time to wrestle and dont switch as often Harder - make two body parts touch at all times

10 min

Reminder to use the word pop corn when ever needed.

10 second s Activity close (Optional) Lesson Closure, Hook to Next Lesson

Transition

2 min

I am very proud of you all. We tried new things in todays class. We learned about using different body parts and how to protect what we are trying to wrestle for. Thank you all for letting maybe your teacher this week. Next time we will be starting something new.

Pre-planning: Previous instruction in this activity (earlier grade levels) Evaluation of Lesson Post-planning: Assessment Informs Teaching: future needs based on assessment results Teacher Reflection Notes: (Include any assessment, task cards, exit slips you used): Describe and numbered Attachments