Date 3/30/14 School Sissonville High Grade/Subject 9-12 P.E. Unit Topic Softball Lesson Topic Hitting Lesson 1, Lesson 2, or Lesson 3? #2 INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES 1. Demonstrate proper technique when it comes to hitting the ball 2. BE able to consistently hit the thick part of the bat on the ball
WV CSOS P.E. 5.2.01 Identify critical elements or components for dribbling with feet striking with racquets, and striking with long handled implements (bats, clubs, sticks) P.E. 6.1.01 Students will show necessary skills needed to participate in the activity P.E. 6.1.03 Perform lead up activities that encompass elements of individual, dual, team, and lifetime activities. NATIONAL STANDARDS The student will be able to hit the ball 6 out of 10 times The students will be able to hit the sweet part of the bat with increasing frequency MANAGEMENT FRAMEWORK Overall Time(60 minute class period) Time Frame 5 min jog/walk 10 minutes dynamic stretching (high knee, butt kicks, leg kicks, trunk twists, arm circles) 5 minutes showing a demonstration video 10 minutes of practicing the proper hitting technique 15 minutes in skill competition (frequency of contact/distance ball traveled) 5 minutes clean up 5 minutes walk cool down 5 minutes static stretching ( toe touches arm stretches)
STRATEGIES Teacher demonstrations DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS (Learning Styles, Students with Special Needs, Cultural Differences, ELL) Substitute a yarn/ whiffle ball/ foam ball for safety reasons. Have students use a tee to hold the ball while they swing Cross-curricular connections: When in competition have students count their scores in Spanish. PROCEDURES: Introduction/ Lesson Set Students will come in and set in the spots, take roll, get dressed, stretch, demonstrate lesson. PROCEDURES: Body & Transitions I. Hitting a. Have students practice getting into the batters box with the proper stance b. Have students work on striding out with the proper foot ex. Closest foot toward the pitcher c. Students practice the three main steps in hitting (load, squash the bug, and test the ice) d. Have students work on taking their hand to the ball ii. Hitting on a tee a. Have students take their hands to the ball b. Watch the ball all the way onto the bat PROCEDURES: Closure Gather material, light cool down stretch, change clothes, then back to their spots ASSESSMENT: Diagnostic See the starting point on the students to find out where they stand ASSESSMENT: Formative Watch the students actions to determine if they were following the directions ASSESSMENT: Summative Give the students an unknowingly pre and post test. How many times out of ten the student could throw to their teammates chest before and after the lesson, and then give the same test after the lesson. Ex. 6/10 meaning the student managed to hit the ball 6 out of a total of 10 times.
MATERIALS 1 softball per 2 people Gym/ open area with enough room to hit the ball with some distance EXTENDED ACTIVITIES If Student Finishes Early: Have students continue to do skill competitions (mix up new challenges for students to perform. If Lesson Finishes Early: Have challenges for students to compete with one another for consistency and distance If Technology Fails: Use teacher and student demonstrations POST-TEACHING Reflections: Observe students strengths and weaknesses, these can be tought the following lesson and a refresher lesson before games. Data Based Decision Making: Keep a chart for students effort compared to their ability to perform the activity. This will determine how the lesson went compared to if the lesson will need adjusted and re- taught.