Shaw 1

Lesson Plan for September 11, 2014

I. Concept to be taught: Hand-Eye Coordination and Agility
II. Instructional Objectives: Students are following the TN state standards of:
1.1.1. Demonstrate basic motor skills in three or more of the following categories: aquatics,
dance, fitness activities, individual/dual sports, outdoor pursuits, leisure pursuits, self-defense,
team sports and cooperative games/activities
1.1.2 Demonstrate basic manipulative skills in a variety of physical activities (e.g., throwing,
catching, kicking)
1.1.3 Demonstrate basic movement patterns in a variety of physical activities
1.1.4 Perform basic body movements that require muscle control to include balance, jumping and
landing, changing directions and combining skills that are continuous
1.2.2 Implement previously learned skills into game situations (e.g., serve, return, pass,
receiving)
1.2.3 Practice skill-related components of physical fitness (i.e., reaction time, balance, agility,
coordination, power, speed)
1.2.4 Modify and adapt motor movements to a specific physical activity (e.g., fitness activities,
rhythmic activities, individual or team sports, recreational pursuits)
1.2.5 Consistently perform skills and strategies at a basic level of competency
1.3.1 Demonstrate the ability to apply advanced motor skills and movement patterns relative to
advanced eye-hand/foot coordination and high levels of strategy
III. Materials needed: Tennis balls, jump ropes, ladders, dots
IV. Classroom teaching strategies and procedures:
A. Anticipatory Set: The students started the class by running through the jump ropes,
ladders, and dots.
Jump ropes: regular jump rope, right foot, left foot, shuffle, high knees, crossover, double
hop
Ladders: one foot through, two feet through, right foot, left foot, in and out, tango,
hopscotch
Dots: every one, two feet, right foot, left foot, switch

Shaw 2

B. Student Learning Activities: The students today worked on various tennis ball drills.
There were many drills, if not all of them that focused on hand-eye coordination. Students spent
time tossing and catching one tennis ball back and forth to a partner, using both their dominant
and non-dominant hand. Then, two tennis balls were tossed back and forth to a partner. The
students were also asked to bounce and catch tennis balls off the walls to their partners and spin
around quickly and catch them, without the balls hitting the ground.
These drills were done in succession, with two minutes of participation with each drill. The
classes that were larger took a little longer with their transitions, so I added some extra time for
those classes.
C. Conclusion: The class time ended by putting away the tennis balls in the box and cleaning
up the jump ropes.
D. Activity Extension: If there is additional time, an easy way to extend this lesson is for
students to demonstrate certain tennis ball drills to the entire class. This will allow for students to
really see if they are performing the drills correctly. Sometimes class examples are the best
demonstration and assessment for teachers to see if they understand the skill.
V. Evaluation
A. How will student learning be measured: Participation grade if each student was actively
involved during the activity.
B. Re-teaching procedure if necessary: If the class is not doing as well in one particular
drill, I would have the students practice the drill again, with a demonstration, or at a slower pace.