SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Nicholas Plourde

DATE: 4/27/15 & 4/29/15

SCHOOL: Rebecca M. Johnson School

LESSON#: 8

TIME: 12:25-1:05 PM

FACILITIES: Gymnasium

CLASS SIZE: 20
GRADE: 2
UNIT/THEME: Striking
GENERIC LEVEL: Precontrol/Control
EQUIPMENT: 1 Whistle, 20 Foam (Lollipop) Paddles, 4 Hula Hoops (of two different colors), 5 Team
Line Cones, 20 Yarn Balls, 20 (Pillo) Polo Sticks, 20 Standard Cones, and 4 Visuals
FOCUS OF LESSON: Demonstrate Striking (Dribbling Forward) of Ball using (Pillo) Polo Stick
STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + NASPE Standard(s); Task #s where
content is taught; Task # where objective is assessed:
By the end of the lesson, students should be able to:
(P) Perform at least 2 out of the 4 skill cues for striking (dribbling forward) a ball using a (pillo) polo
stick within the various tasks of the class period by simulating the teachers physical demonstration of this
motion. (SHAPE (S1.E25.2); MA CF 2.2) (Taught: Introduction; Assessed: Activity #1, Activity #2, and
Activity #3)
(C) Identify at least 2 out of the 4 skill cues for striking (dribbling forward) a ball using a (pillo) polo
stick by correctly answering an informal question posed by the teacher regarding these elements of this
motion at the closure of the class period. (SHAPE (S3.E1.2); MA CF 2.1) (Taught: Introduction;
Assessed: Closure)
(A) Listen to the directions provided by the teacher about the tasks fused into the class period upon being
prompted no more than 2 times for talking during when these oral instructions are conveyed. (SHAPE
(S4.E2.2); MA CF 2.7) (Taught: Introduction; Assessed: Entire Lesson)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Offer all students with feedback relating to the skill cues of striking (dribbling forward) a ball using a
(pillo) polo stick by walking around the sides of the activity area with back to the wall to more
thoroughly survey their performance of these actions.
2. Construct a positive learning environment for all students by desisting off-task behaviors exhibited by
these individuals which in any way inhibit their peers capacity to master the content that is being
presented to them.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Students need to consistently be provided with specific directions about instructional activities in order
for them to understand how to carry them out. It is also worth mentioning that some students within the
class are bilingual, which may mean that they may communicate better in a language other than English.
Finally, the students must be reminded of the numerous safety hazards in the facility throughout the
lesson, such as bleachers, mats, divider curtain, and stereo cart.
REFERENCES:

Manross, M. (2003, May 22). Striking w/ long handled implements cues: Dribbling forward.
Retrieved from http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=100

LESSON PLAN FORM

TIME

SEQUENCE OF LESSON
Opening-

0:00-0:15 sec.

0:15-0:30 sec.

The teacher will greet the students at the door leading to the gymnasium.

Transition

The students will march in a straight line into the gymnasium led by the
teacher.

Instant Activity
0:30-6:30 min.

The students will jog around the sides of the activity area carrying a foam
(lollipop) paddle. On the teachers stop signal (whistle), a student will be
given a yarn ball by this instructor so that they can then strike this object
back to them using an underhand pattern. It should be noted that the
students will continuously travel on the edge of this space after a total of
five individuals have performed this task, where this exercise will conclude
after everyone has done so one time.

Transition
6:30-6:45 min.

The students will put all equipment away in their designated areas (which
will be denoted by four hula hoops of two different colors) indicated by the
teacher, walk to the meeting place, and wait quietly for the next series of
instructions to be given out to them upon being dismissed to perform this
task by their team color.

Introduction

The teacher will inform students that todays lesson marks the beginning of
the striking unit, where they will be learning how to perform this skill using
a (pillo) polo stick throughout the class period.
The teacher will then explain to the students the following aspects of
striking:
1.) What is striking? (Making contact with an ball/puck using an
implement)
2.) Why learn striking? (It is an integral skill used in a multitude of

ORGANIZATION
Opening Diagram:
SSSSSSSSSSSSSSSSSSSS
T
Transition Diagram:
SSSSSSSSSSSSSSSSSSSST
Instant Activity Diagram:
S
S
S
S
S
S
S

S
S
T
S
S
S
S

S
S
S
S
S
S
S
Transition Diagram:
T SSSS SSSS SSSS SSSS SSSS

REFLECTIONS
Teacher Questioning:
- I asked checking for
understanding
questions to my
students regarding how
to perform the main
activity of the lesson in
an effort to assess
whether they paid
attention to the
instruction granted for
this task. This querying
in regards to this
movement assignment
was highly effective
towards limiting the
confusion exhibited by
these individuals when
carrying it out. It was
quite evident that in
resorting to this
instructional strategy
my learners
experienced a greater
level of success during
their performance of
this exercise in light of
being held accountable

6:45-9:45 min.

sports)
3.) When do we strike an object? (When playing sports that require its
players to perform this skill in order to successfully take part in
them)
4.) How do we strike an object? (By executing all of the skill cues for
this motion in a successive manner)
5.) What sports include the skill of striking within them? (Baseball,
Tennis, Hockey, etc.)
The teacher will then communicate what the lesson purpose is to students
for their skill performance during the class period (Lesson Purpose:
Strikes ball on ground to self (dribbling forward) while moving around).
Demonstration: The teacher will demonstrate to the students how to
perform the action of striking (dribbling forward) using a (pillo) polo
stick by highlighting its skill cues using the whole-part-whole method.
Skill Cues (for (pillo) polo stick as well): Striking- Dribbling Forward
o
GRIP: Hands apart with your least favorite hand (the one you don't
write with) holding the top of hockey stick. Your favorite hand
grips the hockey stick about a foot below that hand
o
Use "soft taps" when striking the puck or ball. This will keep it
close to you
o
Bend knees
o
Use both sides of the stick to control the ball/puck

Introduction Diagram:
S S S S S
S S S S S
S S S S S
S S S S S

Activity #1- Strike the Dog

9:45-17:45 min.

Demonstration: The teacher along with four student volunteers will use
(pillo) polo sticks to walk on the inside of one half of the basketball court
to strike their own yarn ball on the ground to themselves (dribbling
forward).
Checking For Understanding:
1.) What hand should be placed on the top of the (pillo) polo stick when
striking (dribbling forward) a ball on the ground to self? (Your least
favorite (or non-dominant) hand)
The students will take part in this task upon using a Simon Says format at
the command of the teacher by staying within this space. When a student
incorrectly performs a command that is spoken by the teacher during this
instructional exercise they will be required to perform five jumping jacks

Activity #1 Diagram:
S
S
T

S
S
S

S
S

S S
S
S
S S S
S
S
S
S
S S

with respect to
specifically knowing
their personal duties
when partaking in it.
That is why from this
point moving forward it
is of the outmost
importance I pose these
types of inquiries to
such pupils so that they
are engaged in the
content to that of what
they are required to
execute.

on the outside of the activity area before being able to re-enter the game.
The three commands to be articulated by the teacher to the students
throughout this fun contest are as followed:
1.) Walk your dog- Strike the side of ball with implement
2.) Pet your dog- Strike top of ball with implement
3.) Scratch your dogs belly- Strike side of ball by moving implement in a
circular motion around it
Extension Up: Have students hop when striking (dribbling forward) yarn
ball to self.
Extension Down: Have students kneel down when striking (dribbling
forward) yarn ball to self.

Transition Diagram:
T SSSS SSSS SSSS SSSS SSSS

Transition17:45-18:00 min.

The students will grab all equipment needed for activity, walk to the inside
of one half of the basketball court, and wait for the command of the teacher
to begin this activity upon being dismissed to perform this task by their
team color.

18:00-26:00 min.

Demonstration: The teacher along with three student volunteers will strike
(dribbling forward) a yarn ball to self in between a series of five cones,
where they will each perform this task one after another.
Checking For Understanding:
1.) What hand should be placed below top hand on (pillo) polo stick
when striking (dribbling forward) a ball on the ground to self? (Your
favorite (or dominant) hand)
The students will take part in this task via a relay race format against one
another. This will be done by the teacher splitting the students up into
groups of four by counting them off. There will be a total of three rounds in
which the students will have to travel both directions in between the cones
for one cycle.
Extension Up: Have students walk backwards in between the cones when
striking (dribbling forward) yarn ball to self.
Extension Down: Have students skip over every other cone upon moving
in between them when striking (dribbling forward) yarn ball to self.

Activity #2 Diagram:

Activity #2- Strike Relay

S
S
S
S

S
S
S
S

S
S
S
S

S
S
S
S

S
S
S
S

Lesson Planning:
- My planning for each
of these lessons was
sufficient in reference
to outlining clear
performance objectives
that the students were
expected to meet by the
end of this session. This
over-preparation was
very helpful in
communicating the
subject matter in focus
for these teaching
episodes in a manner
that these individuals
could better
comprehend. In having
pre-established the
progression for how I
was going to introduce
the central themes
attached to these class
periods, it was obvious
that this tactic aided
these learners in
attaining the primary
skill encompassed
within them. My goal is
to place the same
emphasis as I did in

26:00-26:15 min.

Transition-

Transition Diagram:
T SSSS SSSS SSSS SSSS SSSS

The students will stand in a line with their teams while holding their
(pillo) polo sticks and one yarn ball as the teacher arranges the cones next
to one another directly across from these individuals, where they will be
dismissed to perform this task by their group designation.

Activity #3 Diagram:

Activity #3- Striking Thieves

26:15-36:15 min.

36:15-36:30 min.

36:30-36:45 min.

Demonstration: The teacher along with four student volunteers will strike
(dribbling forward) a yarn ball from inside of one of the three-point lines on
the basketball court as one of these individuals attempts to steal this object
from one another.
Checking For Understanding:
1.) How should you strike (dribbling forward) a ball on the ground to self
when using a (pillo) polo stick in order to keep this object close to
you? (Use soft taps on ball)
The students will take part in this task by the teacher selecting a total of
three individuals to be those for whom will try to steal their fellow
classmates yarn balls. If a students yarn ball is stolen, this individual
then will have to try to steal another peers yarn ball in order to get back
into the game. This sequence of actions will continuously go about
occurring until every student has had their yarn ball stolen by at least one
other individual in the class.
Extension Up: Have students only be allowed to travel in a zigzag
pathway when striking (dribbling forward) yarn ball to self.
Extension Down: Have students only be allowed to travel in a straight
pathway when striking (dribbling forward) yarn ball to self.

Transition-

The students will walk to inside of one of the three-point lines on the
basketball court while carrying their (pillo) polo sticks and yarn balls
upon being dismissed to perform this task by their team color.

Transition-

The students will pick up all equipment used throughout the lesson so that

S
S
S
S
S S
S
S
S
S
S
S
S
S
S S
S
S
S

Transition Diagram:
T SSSS SSSS SSSS SSSS SSSS

devising the sequence

of activities for
following gatherings so
that such pupils are as a
result yielded with the
best opportunity to gain
an extensive amount of
knowledge in relation
to successfully
executing these
fundamental actions.

these items can be put away in their designated areas (which will be
denoted by four hula hoops of two different colors) indicated by the
teacher.

Transition Diagram:
T SSSSSSSSSSSSSSSSSSSS

Closure-

The teacher will select one student volunteer to demonstrate the motion of
striking (dribbling forward) a ball on the ground to self using a (pillo)
polo stick in front of the class.
The teacher will then present visuals to the students that show different skill
cues of striking (dribbling forward) on them to briefly test the students
knowledge they obtained from the lesson about these components.
The teacher will lastly ask the students a series of questions about striking
(dribbling forward) using a (pillo) polo stick as followed:
1.) What was the definition of striking that was conveyed earlier in the
lesson? (It is making contact with a ball/puck using an implement.)
2.) What are the sports which utilize striking in them that were expressed
earlier in the lesson? (They were baseball, tennis, and hockey.)
3.) What are two of the four skill cues for striking (dribbling forward) that
were presented earlier in the lesson? (They are (grip) hands apart
with your least favorite hand (the one you don't write with)
holding the top of hockey stick; your favorite hand grips the
hockey stick about a foot below that hand, use "soft taps" when
striking the puck or ball; this will keep it close to you, bend knees,
and/or use both sides of the stick to control the ball/puck.)

36:45-39:45 min.

39:45-40:00 min.

Transition

The students will be given their High Five points for the day so that they
can stand on the green line to leave class.

Miscellaneous Information of Lesson

Assessment: The teacher will assess the students performance for

achieving the lessons objectives by visually observing them throughout
the full duration of the class period.
Teacher Positioning: During the entire the lesson, the teacher will reposition themselves throughout each of the instructional activities when
they are not presenting content by scanning the gymnasium with their

Closure Diagram:
S S S S S
S S S S S
S S S S S
S S S S S

T
Transition Diagram:
SSSSSSSSSSSSSSSSSSSS
T

Teacher Phrases:
- It was quite evident
that I used the phrase
boys and girls far too
much when addressing
this class as a whole.
This overuse of this
expression caused my
learners to basically
come to be incoherent
to it based on the fact it
was spoken to them so
many times that it
became nothing more
than a monotonous
sound. It was on the
part of this constant
utilization for this
saying within my
dialogue in as to why
the class displayed
great difficulty upon
transitioning between
activities considering
that they were told to
perform such tasks by
this designation. That is
why in my succeeding
teaching episodes I plan
to employ monikers
such as gang,

back to the wall to provide the students with necessary feedback

regarding their performance.
Modifications/Accommodations:
Specialized instruction will be provided by the teacher to any
student that has an identified learning disability in an effort to
offer these individuals with one-on-one guidance for each
instructional activity within the lesson.
All ELL students will be given a translator in the event there
happens to be other bilingual peers present in the class so that
these individuals can successfully take part in the lesson.
If any chronicled IEP criteria is presented to teacher, they will
make sure that these regulations are complied with throughout the
course of the entire lesson for students in need of such support.

Key:
S - Student
T -

Teacher

Moving Straight Ahead

Moving to the Left

Moving to the Right

Foam (Lollipop) Paddle

Yarn Ball

Orange Hula Hoop

Green Hula Hoop

Red Team Line Cone

Blue Team Line Cone

Orange Team Line Cone

Green Team Line Cone

Purple Team Line Cone

(Pillo) Polo Stick

Mr./Ms. s class,
etc. when calling out all
of these individuals at
once.

Standard Cone

Activity Extensions:
- In every lesson I
placed an emphasis on
encouraging the
students to perform the
activities in a context
that best met their skill
level by extending
these tasks either up or
down upon my
observations of the
execution to which they
modeled in them. This
pedagogical practice
was vital in regards to
aiding these individuals
for carrying out the
focused movements
within each of these
class periods in a way
that best correlated to
their success in
achieving such actions.
It was by fusing this
didactic technique into
my instruction for as to
why I am certain that
my learners did not
illustrate misbehavior
on a consistent basis
throughout these

sessions being that they

were thoroughly
engrossed in these
exercises. That is why
going further it will be
of major importance I
include motivational
objectives along with
these duties to ensure
they can be done in
both an easier and
harder fashion for later
teaching episodes.