Student Teaching Example Lesson Plan

Name: Eric Liegel

Lesson Title or Subject/Topic: Golf - Pitching
Unit: Golf
Date: 3/24/15
Estimated Time/Length of Lesson: 45 minutes
Grade Level: 10th
Central Focus

Students will learn the pitch shot in the game of golf.

What is the
Central Focus for
the content in the
learning segment?

Content
Standards
What standard(s)
are most relevant
to the learning
goals?
Include SHAPE
Standards and
WI Content
Standards.

National P.E. Standards:

Standard one- Students demonstrate competency in a variety of movement skills and
patterns.
Standard two- Students apply knowledge of concepts, principles, strategies, and tactics
related to movement patterns.
Standard four- Students exhibits responsible personal an d social behavior and respects self
and others.
Standard five- Students recognize the value of physical education.
Wisconsin State Teacher Standards:
Standards 1,2,3,4,5,6,7,8

Student
Learning
Goal(s)/
Objective(s)
What are the
specific learning
goal(s) for
student in this
lesson?

LEARNING GOALS

Students will learn how to properly perform a pitch shot in the game of golf.
Students will learn when they would use the pitch shot in the game of golf.
Students will demonstrate proper golf etiquette throughout the lesson.

OBJECTIVES
Psychomotor The students will be able to properly perform the pitch shot using
correct form with at least 80% accuracy by the end of the lesson. The students will
stand with their feet apart, about a clubs length away from the ball, and the ball in
the middle of their feet. Their front shoulder should be facing their target before the
swing. As they start their swing, they should bring their club head back above their
hands (above 9 oclock). They then bring their club head forward hitting the ball and
continuing their follow through till about 4 or 3 oclock. The ball should leave the
ground and be flight more than a chip where it rolls on the ground more than it is in
flight.
Cognitive - The students will be able to describe and demonstrate how to properly
perform the pitch shot in the game of golf. The students will explain and
demonstrate how they hold the golf club by using a hand on top of hand technique
with their dominant hand lower on the club, and wrapping their hands together so
their palms are facing each other. The students will stand with their feet apart, about
1

Safety
Statement

Assessment of
Learning
Describe your
formative and
summative
assessments you
will use.
Learning
Environment/
Behavior
Expectations

a clubs length away from the ball, and the ball in the middle of their feet. Their front
shoulder should be facing their target before the swing. As they start their swing,
they should bring their club head back above their hands (above 9 oclock). Lastly
they will be able to explain the difference between a pitch and a chip, and when they
would want to us a pitch in the game of golf.
Affective - The students will participate and stay on task throughout the lesson.
They will follow the safety protocol at all times, and ensure they are not putting
themselves or others in harms way. Lastly they will show respect for the equipment,
their peers, and themselves while learning the pitch in the game of golf.

Before the students get their equipment and practice the pitch shot, we will go over the
importance of safety. We will talk about following directions and listening to the teachers
commands. The students will be placed with partners, and one partner will hit 3 golf balls at
a time. After the whole class has one person hit three golf balls, they will retrieve all the
golf balls and the next partner will go. Everyone is to ensure no one is around them, and that
they do not run out in front of anyone while they are hitting. Safety is very important in this
unit, and I will ensure my students understand that.
I will use formative assessment while checking for understanding and observing my
students looking for correct grip and form while performing the pitch shot in the game of
golf.

I will ensure I have a safe and welcoming environment where all my students are welcome.
Safety protocols will be stated and followed through with, and everyone will give positive
encouragement at all times.

What procedures
will you use to
ensure students
are safe, on task
and engaged?
What might
happen that you
might not
expect?

Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch/
Instant Activity: Paper or Plastic- Have each student get a plastic grocery
Motivational Set
bag as they enter class. Then have them find a partner and a safe space in the
5-8 Minutes
playing area. They are to stand facing their partner approximately 5 feet from
each other. On the teachers signal, both partners toss their bag into the air by
How will you start the
throwing the bags into the air using both handles. Their job is to move in a
lesson to engage and
predetermined way by their teacher and catch each others bag before it hits
motivate students in
the ground. If they are successful then they start again, but this time they must
learning? I will explain
2

to the students what our

central focus of the day
was, an explain the
instant activity.
Instruction: (Body of
the lesson)
30 Minutes
Write the step by step
Teaching
procedure/progression
here.
What will you say and
do? What questions
will you ask?
How will you engage
students to help them
understand the
concepts?
What will students do?

each take a step back from where they originally started.

Tasks
(Extensions)
Hit the ball
into the hula
hoop. Hit the
ball so it
bounces of the
cone in the
center of the
hula hoop. Hit
the ball into
the bucket.

Cues
(refinements
) Swing back
to 10 oclock.
Follow through
to 4 or 3
oclock. Make
sure you are
lined up with
your target.

Challenges :
(Applications)Point system
for making it
into the
bucket, hitting
the cone, or
making it into
the hula hoop.
See how many
points you can
get in a round
of 3 swings.

Modifications
: Bring the
targets closer
or further
away. Using
different
objects as golf
balls to make
the task easier
or harder.

1. Greet Students
2. Explain to them that today we are continuing in our golf unit and learning the pitch
shot.
3. Explain the instant activity Paper or Plastic.
4. Have the students begin playing.
5. Switch partners off and on by having one side slide down.
6. Bring students back together in the middle of the gym.
7. Explain and demonstrate the pitch shot.
8. Get the students into partners.
9. Have the students get their equipment needed and spread out along the side of the
basketball court.
10. Have one partner step up to their hitting square. On my command, the first person in
each line will hit their three golf balls.
11. After everyone has gone, each person will go out and grab three golf balls.
12. The switch roles, and wait for my command again.
13. After it looks like students are starting to understand the pitch shot, challenge the
students to have them focus on accuracy and consistency.
14. Increase the distance of their target to which they are aiming for.
15. Set multiple targets up, and have students aim at different targets that are worth
different points.
16. Each round each student will get three attempts, and together with their partner they
see how many points they can get.
17. Have students gather equipment and sit in the center of the gym.
18. Closure.
19. Dismiss the class.

Demonstration #1: Pitching Practice - Students will be in partners. The first partner
on teacher command will hit three golf balls trying to land them in his or her target.
After everyone hits three golf balls, they will all retrieve them, and the next partner
will go. After a couple attempts at each distance, they will increase the distance of
their target. The partner that is not hitting can give feedback or fill out a peer
assessment.
3

Activity 1:. ( 12 minutes)

WRITE OUT TRANSITION DESCRIPTION going into and out of

each of the Tasks: Students will help with equipment and setting up the next
activity.
(2-3 minute)
Demonstration #2: Pitching for Points Students will be in partners just like
pitching practice. There will be five different levels of hula hoops set up, the ones
closest to them being worth 1 point and the ones furthest away being 5 points. Partner
one will shot his or her three golf balls and record their score while picking them up.
They will switch, and the second partner will go, and they will add their points. Same
protocols will be followed like pitching practice.

Activity 2:

( 12 minutes)

WRITE OUT TRANSITION DESCRIPTION going into and out of

each of the Tasks: Students will gather all the equipment to put it away, and meet
in the center of the gym for the closure.
(2 minute)
Closure
3-4 Minutes
How will you end the
lesson?
Write out the questions
that relate to your
learning goals and
objectives.
Questions that Check
For Understanding
(CFUs)
Hook to next lesson
Differentiation

Ask the students what the focus of the day was?

Ask the students to explain the proper technique of the pitch?
Ask the students when they would use the pitch shot?

Students with IEPs or 504 plans or students requiring other

accommodations:
Gifted/Talented Students: N/A
Language Differences (ELL): N/A
Learning Styles/Preferences: Will be giving verbal cues, visual
demonstrations, and putting words on board to read and visually
see.

Materials
What specific
materials/equipment
does the teacher need
for this lesson?
What materials do the
students need for this
lesson?

Plastic Bags
Wedges or 9 irons
Hula Hoops
Buckets
Cones
Carpet or something to hit off of
Whiffle Balls

Academic Language Demand(s):

What content
specific terms
(vocabulary) do
students need to
support learning of
the learning
objective for this
lesson
What specific way(s)
will students need to use
language (reading,
writing, listening and/or
speaking) to participate
in learning tasks and
demonstrate their
learning for this lesson?
Describe the language
function and demands
required a how you will
support your students
during the lesson.
EVALUATION OF
LESSON

Pitch shot
Carry or run

Students will have to listen and follow directions to ensure everyone understands what is ask
safety is followed through with. Students will fill out peer assessments on their partner.

PRE-PLANNING: Explain if their was previous instruction in this activity (

levels)
Students will have gone over the grip and ship before this lesson.

POST PLANNING: Assessment informs Teaching: what are future need

assessment results.
TEACHER REFLECTION NOTES:

ATTACHMENTS

Include any assessment, task cards, exit slips you used): Describe and numbered.
Peer self-assessment

Resources:
List references and
Other Resources
used to support or
develop the lesson.

Golf Digest
www.cwu.edu
Spark Manual 6-8
Complete Physical Education Plans grades 5-12 by Isobel Kleinman