Strategic Lesson Plan

Name:
Kayla Parker
Area Focus: P.E.

PRE-PLANNING THE DAILY LESSON

Lesson Topic: Throwing Skills

Content

Step 1: Gather Facts about the Learners (Choose three areas from which to gather facts. Explain the reasoning for each
choice.)

Interest Inventories I want to know the skills my students are interested in so that I can engage them in learning
and make real life connections to their interest. An interest survey instrument will be used.
Multiple Intelligences I need to know the strengths of my students so that I can provide instruction that
optimizes learning. My drills will include at minimum the following: MI: verbal linguistic (I will ask students
questions), visual (I will show students photos demonstrating the phases of the skill), and interpersonal (students will
participate in cooperative learning by being partnered or put into groups).
Data-based observations - Observing my students will help me know the areas in which they excel and they
struggle. Since I want to teach to their strengths, I should include learning opportunities based on the observations. I
will pay particular attention to language, social interaction, and persistence. I will use a check sheet (anecdotal) and
these will be recorded my grade book.
Step 2: Content
Alabama Course of Study Standard (s):

ALEX 3-1.Demonstrate correct form while skipping in general space.

Alex 3-2.Demonstrate skills that require crossing the midline of the body, including hitting a ball off a tee and
throwing a ball overhand.
ALEX4-2. Demonstrate throwing, striking, and kicking skills by throwing overhand for distance and accuracy,
striking with short and long implements, and kicking while approaching a moving object
Instructional Objective (Daily Outcome):

Psychomotor - After appropriate instruction and practice, the students will be able to throw the ball correctly hitting
the mat 8 out of 12 times.
Cognitive After appropriate instruction and practice, the students will demonstrate the knowledge of throwing by
scoring 80% or better on a worksheet.
Affective After appropriate instruction and practice, the students will demonstrate willingness to work together
and demonstrate a positive attitude by scoring at least 12 out of 16 on a behavioral checklist.
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Strategic Lesson Plan

Step 3: Assessment:
During the lesson, I will actively move to individuals and groups to determine students understand the skill taught and provide
corrective feedback.
Assessment Instruments: skill check list, worksheets, and behavioral checklist.
Step 4: Processes of Instruction (This in an abbreviated version of the implementation of the lesson.)
Resources Needed: (Textbooks, trade books, articles, hands-on supplies etc.)
CD player, CD, large space, mats, balls (tennis, rubber, etc.)
Technology Utilized: (Internet sources, software, Smart Board, etc.) CDs and CD Player
Instructional Formats
- Entire class

Instructional Arrangements

Instructional Strategies

Social/Physical Environments

- Modeling, peer
teaching, and partner
teaching

Cooperative learning,
partner and group
practice

Large gym floor

Scaffolding Chunking of Text

I Do Teacher demonstrates individual
steps
We Do Students practice each step
with the teacher
Yall Do Students practice throwing
and show understanding until the skill
is completed
You Do the group performs on
command

Grouping
Small Groups groups of 7
Individual practice skills in
class and at home

Structure
Before: Orientation
During: ReciprocalTeacher models and
students practice
After: Students practice
in groups
Extend: Practice skill

Active Engagement
Talk Students answer verbal
questions
Listen Teacher describes
steps
View Students attempts at
skill

for
introduction/orientation. Groups of 2
for steps. Individual/group practices

STEP 5: IMPLEMENTING THE DAILY LESSON PLAN

BEFORE

ENGAGE

How will you open your lesson and quickly engage your students in the lesson? Include how you will make connections between
past and present learning and focus students thinking on the learning outcomes of current activities.

Strategy
(What)

Introduction / orientation to throwing- what it is and why its important.

The teacher will provide interesting information about throwing: there are some people who can
throw over 90 mph. Throwing can be utilized in various sports and activities such as football,

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Strategic Lesson Plan

softball, and even throwing keys so you can leave the house.
Purpose (Why)

In addition to the purpose of throwing itself, it is a great physical activity and can be very fun for
all ages.
Throwing is an exercise in itself. This means while the person participates, the heart rate will go
up. In this way someone is exercising the heart muscle, and then it doesnt have to work so hard
for hours after the body finishes. This means the heart beats less times during the remainder of
the day and this organ will then function longer, possibly several years!

Procedures
(How)

1. The teacher will ask the students if they have every thrown before.
2. The teacher will ask why it is good to know how to throw.
3. The teacher will tell the students that they have a full class time to warm-up, stretch,
learn the technique, perform the drills, and play a fun game.

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Strategic Lesson Plan

DURING
Strategy
(What)
Purpose (Why)
Procedures
(How)

EXPLAIN (I DO, WE DO)

Reciprocal Teaching
After students show an understanding of the proper technique, students will model after the
teacher.
The teacher will demonstrate or have students volunteer to demonstrate the following steps:

1. Start the lesson by having the students warm-up and stretch. The teacher will ask
the students to form a large circle and the teacher will guide them through warmup steps to music (walking, running, hopping, skipping)
2. All stretches will be held a minimum of 10 seconds.
Toe Touches- touch or attempt to touch each leg and then both.
Butterfly Stretch- the soles of the feet touch each other close to the body.
Shoulder Stretch and Exercise -Stretch your shoulder muscles by taking your right arm and
wrapping it around the front of your body at chin height. Hold your right elbow with your left hand
and pull your arm toward your body. Hold the stretch for 30 seconds, relax and repeat with the
opposite arm.
Triceps stretch- with the right arm bent, reach behind head and with the left hand slightly push on
the elbow. Relax and repeat on other side.
Balance- stand on the right foot with the left foot off the ground. Replace. Repeat on other side.
*Additional Stretches may be incorporated, dependent upon unique student needs or prior
injuries.

1. The teacher will direct the students to get in groups of 7 in front of a bucket of balls.
2. The teacher will demonstrate and discuss progressively the following technique components.
After each individual step, students will be asked to demonstrate their understanding by showing
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Strategic Lesson Plan

the teacher each separate part of the skill. The students will be directed to stand in the same
direction as the teacher to avoid confusion.

3. Depending on the dominate hand, the student will point to the target with the nondominate hand with the non-dominate food out in front.
4. The students with make a T with their body have their dominate foot and hand pointing
in the opposite direction.
5. The students will bring their dominate hand forward, crossing the midline of their body
and shifting their weight from dominate foot to the non-dominate foot.
Common Errors:
Stepping with dominate foot
Leading with elbow
Failing to follow through

EXPLORE (Yall Do, You Do)

How will you provide scaffolded(explicit) instruction in moving students to independent activities? Include how you
will incorporate practice in groups (yall do) and independent practice (you do).
Strategy
Steps are demonstrated by the teacher/instructor.
(What):
Purpose (Why) Students will model after the teacher/instructor and perform each step after the teacher
demonstrates.
Procedures

1. The first drill begins with individual students walking through the steps with no ball

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Strategic Lesson Plan

(How)

2. The second drill adds scarves

3. The third drill has the students throwing scarves at each other
4. the fourth drill is dividing into groups of seven. One at a time running to a baseline,
throwing a ball at the mat.

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Strategic Lesson Plan

AFTER

EVALUATE

How will students demonstrate their learning of this lesson? Evaluation will be based upon products designated in
Step #3 of your lesson plan. How will you wrap up the lesson?
Strategy
(What)
Purpose (Why)
Procedures
(How)

Use evaluation instruments to measure student objectives.

These instruments will show student understanding and learning of the content taught and the
ability to perform the skills. *These assessment instruments are attached.
1. 1. Psychomotor - After appropriate instruction and practice, the students will be able to
perform the short serve correctly 5 out 10 times, scoring 12 of 15 on a skill check list.
2. Cognitive After appropriate instruction and practice, the students will demonstrate the
knowledge of the short serve by scoring 80% or better on a worksheet.
3.Affective After appropriate instruction and practice, the students will demonstrate
willingness to work together and demonstrate a positive attitude by scoring at least 12 out of

16 on a behavioral checklist.
EXTEND
How you will connect this lesson to the next lesson?
Call students together. The teacher will ask if they understand the steps learned. The teacher will
ask the students what are some good techniques to remember when throwing. The teacher will
praise the group and/or individuals.
*Remind students that throwing is a building block to other sports, and that no matter what age,
they will always be able to play.. Tell students that they will continue to learn additional building
blocks of sports. Tell the students that at the end of the grading period they will be able to show
off their new skills during a tournament.

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Strategic Lesson Plan

Throwing Performance Rubric (Psychomotor Learning Domain Assessment) - Goal 12 of 15 points
Skill

3
Well Done
Consistently uses the correct
Stance like a T

2
Coming Along
Most of the time uses correct
Stance like a T

1
Needs Work
Uses incorrect stance

Non-dominate foot
out in front

Consistently has non-dominate

foot out in front

Most of the time has nondominate foot out in front

Rarely has non-dominate foot out in

front

Shifting weight
from back to
forward
Follow-Through

Consistently shifts weight from

the back leg to the front

Most of the time shifts weight Rarely shifts weight from the back
from the back leg to the front
leg to the front

Consistently follows through

crossing the midline
5 of 10

Usually follows through

crossing the midline
3of 10

Stands like a T

Completion of
Entire Skill

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Score

Sometimes/rarely follows through

crossing the midline
Less than 3
___________
Total:

Strategic Lesson Plan

Affective Learning Domain Evaluation Goals 12 of 16 points - Formative and Summative Assessment
Student

Student is prepared.

Student has a good

attitude.

Student shows
willingness to work
with others.

Student puts forth

effort.

Score

Rating Scale: 4 points = always 3 points = regularly 2 points = sometimes 1

point = rarely 0 points = never
Cognitive Learning Domain Evaluation After the lesson, the students will do the word
find and turn it in.
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