SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Nicholas Plourde

SCHOOL: Rebecca M. Johnson School

DATE: 3/23/15 & 3/25/15

LESSON#: 4

TIME: 1:10-1:50 AM

FACILITIES: Gymnasium

CLASS SIZE: 22
GRADE: Kindergarten
UNIT/THEME: Throwing & Catching
GENERIC LEVEL: Precontrol/Control
EQUIPMENT: 4 Boundary Cones, 22 Poly Spots, 22 Juggling Scarves, 1 Red Team Line Cone, 1 Blue
Team Line Cone, 1 Orange Team Line Cone, 1 Green Team Line Cone, 1 Purple Team Line Cone, 22
Yarn Balls, and 4 Visuals
FOCUS OF LESSON: Demonstrate Catching
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 all of the skill cues for catching within the various tasks of the class period by mimicking the
teachers physical demonstrations of this motion. (SHAPE (S1.E16.Kb); MA CF 2.2) (Taught:
Introduction, Activity #1, & Activity #2; Assessed: Warm Up, Activity #1, Activity #2, & Closure)
(C) Identify all of the skill cues for catching by correctly answering an informal question posed by the
teacher relating to this topic in the closure of the class period. (SHAPE (S2.E1.Ka); MA CF 2.1) (Taught:
Introduction, Activity #1, & Activity #2; Assessed: Introduction & Closure)
(A) Follow the teachers instructions without being prompted no more than 2 times for not paying
attention to them during the entire class period. (SHAPE (S4.E3.K); 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. Explain all of the skill cues for catching to students by using whole-part-whole instructional strategy
when presenting them.
2. Discuss all of the directions for executing the activities within the class period to students in an easily
comprehendible fashion by only highlighting the critical components which are required for their
attainment.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Students need to be sure to stay in their own personal space when catching. Proper attire for physical
activity (no jewelry, wearing sneakers) will be enforced at the beginning of class. If students get tired
during the class period that the teacher needs to remind them to move outside of the boundaries so they
dont get injured. The students will also be made aware of any hazardous equipment for which the facility
presents. All students will be required to adhere to the stop/go signals for which will be presented at the

start of the lesson. Lastly, it should also be mentioned that the setting of this school is located in the inner
city; therefore, the teacher should formulate their instruction to mimic some of the dialogue that students
from these areas are used to hearing outside of the classroom.
REFERENCES:

Graham, G. (2008). Teaching children physical education: Becoming a master teacher (3rd
ed.). Champaign, IL: Human Kinetics.
Graham, G., Holt/Hale, S., & Parker, M. (2013). Children moving: A reflective approach to teaching
physical education (9th ed.). New York, NY: The Mcgraw-Hill Companies.

Hopple, C.J. (2005). Elementary physical education teaching and assessment: A practical guide
(2nd ed.). Champaign, IL: Human Kinetics.
Manross, M. (2003, May 22). Catching cues: Catching. Retrieved March 16, 2015, from
http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=6

LESSON PLAN FORM

TIME

SEQUENCE OF LESSON

ORGANIZATION
Opening Diagram:
SSSSSSSSSSSSSSSSSSSSSS
T

Opening0:00-0:15 sec.

The teacher will greet the students along with informing them that during this
lesson they will be introduced with how to perform the skill theme of catching.

Transition
0:15-0:30 sec.

The students will be told to walk to a poly spot that is scattered in its own location
within the activity area with a juggling scarf placed on the side of it so that they
can stand on top of this equipment platform to silently wait for the next series of
instructions from the teacher about the first (Warm Up) activity of the lesson;
where these individuals will be dismissed to complete this task in small groups
based on their favorite color of the rainbow.

Transition Diagram:
T SSSSS SSSS SSSS SSSS SSSSS
Warm Up Diagram:

Warm Up0:30-7:30 min.

Using the juggling scarf, the students will be ordered to toss this object to
themselves in an attempt to catch it as many times as they can without any part of
their body moving off of their poly spot.

7:30-7:45 min.

The students will be told to place all of their juggling scarves in a pile next to the
bleachers so that they can then walk to the meeting place to sit down in their team
lines; where these individuals will be dismissed to perform this task based on
their favorite season of the year.

Introduction

Meeting Place: The meeting place will be established by the students team lines,
which will be distinguished by five columns of these individuals sitting in a
straight line with one another behind a different color (red, blue, orange, green,
and purple) cone assigned by the teacher.
Boundaries: The teacher will show and tell the students that they cannot go past
the boundary lines, which will be set up by cones. The teacher also will tell the
students that during the activities they must keep their head up at all times. These
two guidelines are extremely important to incorporate in your lesson because they
ensure the students safety. For example, the cones are set up so that the student
stays away from the wall or any other dangerous equipment; while making sure
that the students keeps their head up is so that they dont run into anything.
Signals: The teacher will tell the students that they are only allowed to move
when they say, 123 go, and must refrain from moving when they say, 321

S
S

Transition

S
S

S
S

S
S

Transition Diagram:
T SSSSS SSSS SSSS SSSS SSSSS

REFLECTIONS
Teacher Enthusiasm:
- I have noticed that my
enthusiasm regarding
the content within this
lesson was that for what
can be considered as
effective based on the
fact it captured my
students attention on
my instruction about this
material. This
heightened level of
excitement in my verbal
exchange of information
for this subject matter to
students was crucial in
making these individuals
more motivated to
perform the activities
which encompassed how
to carry out the skill that
was in focus for this
topic. Additionally, this
increased interest
displayed by my
learners in these tasks

7:45-11:45 min.

freeze.
Student Behavior Expectations: The teacher will explain to the students that
there is no talking during instruction as well as no horseplay throughout the
lesson. The teacher will also state that each student will be given two warnings if
they are an offender of these rules. However, on their third offense they will be
ordered to sit and watch the lesson from outside the boundaries and will be given
a zero for the day.
The teacher will express to the students that the purpose behind learning how to
catch an object is based on the fact that it is used in a variety of sports, such as
football, baseball, basketball, etc.
The students will then be asked by the teacher if they remember the skill cues for
catching that were presented to them two lessons prior; thus, if they have
forgotten these simple actions, then this instructor will verbally reintroduce them
to the entire class.
As was the case when they were first introduced to this action, the students will
once again be informed by the teacher to place an emphasis on fusing together the
various motions associated with successfully catching an object when taking part
in the instructional activities within this class period which focus on this skill
theme.

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

Transition
11:45-12:00 min.

Transition Diagram:
T SSSSS SSSS SSSS SSSS SSSSS

The students will be told to stand on the exact same poly spot that they stood on
while partaking in the previous instructional exercise by initially selecting their
own yarn ball out of a bucket next to the bleachers and then carrying it to this
location by walking there to wait for the next series of instructions about the first
practice activity of the lesson from the teacher with this object placed at their feet;
where these individuals will be dismissed to complete this task based on their
favorite sport to play.

Activity #1 Diagram:

Activity #1- Catching the Yarn

Demonstration: The skill theme of catching will be presented by the teacher

giving the students a brief demonstration of the action to briefly review it. In
addition, the teacher will present catching by showing the students that they must
keep eye on the ball, reach arms towards the ball, give with the ball as ball hits
hands, pinkies together if ball is below waist, and thumbs together if ball is above
waist using whole-part-whole instructional strategy. It is should also be noted that
the teacher will exhibit all of the skill cues for catching using mirror-image
showing tactic followed by different viewing angles so that each student is given
a series of visual aides to master these motions.
Skill Cues:
Keep eye on ball
Reach arms towards ball
Give with ball as ball hits hands (bring ball into body)
Pinkies together if ball is below waist

S
S

was highly evident

simply from their level
of enjoyment when
engaged in them via
their facial expressions.
It is due to these
reactions with as to why
I will place an emphasis
on consistently fusing
this degree of
enthusiasm within my
instruction to these
pupils about the targeted
content for the given
class period to get them
excited about the
exercises they will be
partaking in that touch
upon this particular
theme.

S
S

S
Teacher Feedback:

12:00-22:00 min.

Thumbs together if ball is above waist

Checking For Understanding:
1.) Are the skill cues of catching performed in a successive or simultaneous
motion? (They are performed in a successive motion.)
Standing on top of their own poly spot, the students will toss their yarn ball to
themselves at a medium level in an attempt to catch this object as many times as
they can without any part of their body moving off of this equipment platform.
Extension Up: Have students toss their yarn ball to themselves at a high level
when attempting to catch it.
Extension Down: Have students toss their yarn ball to themselves at a low level
when attempting to catch it.

Transition

22:00-22:15 min.

The students will be given a partner by the teacher counting off each learner by
eleven so that these partnerships can then pick up their poly spots and just one of
their yarn balls in which they used in the previous activity to find a space within
the activity area that is arms-width apart from another pair of classmates in order
to then place their poly spots five feet facing across from one another with their
yarn ball on the ground adjacent to where they are standing as they wait for the
next series of instructions by this instructor about the second practice activity of
the lesson; where these individuals will be dismissed to complete this task based
on the color of their shirt they are wearing.

Transition Diagram:
SS SS SS SS SS SS SS SS SS SS SS
T
Activity #2 Diagram:

Activity #2- Yarn Toss

22:15-32:15 min.

The skill theme of catching will once again be presented by the teacher giving the
students a brief demonstration of the action to briefly review it. In addition, the
teacher will present catching by showing the students that they must keep eye on
the ball, reach arms towards the ball, give with the ball as ball hits hands, pinkies
together if ball is below waist, and thumbs together if ball is above waist using
whole-part-whole instructional strategy. It is should also be noted that the teacher
will exhibit all of the skill cues for catching using mirror-image showing tactic
followed by different viewing angles so that each student is given a series of
visual aides to master these motions.
Skill Cues:
Keep eye on ball
Reach arms towards ball
Give with ball as ball hits hands (bring ball into body)
Pinkies together if ball is below waist
Thumbs together if ball is above waist
Checking For Understanding:
1.) Do the skill cues of catching need to be performed in a certain order or can
they be performed in no particular order? (They need to be performed in a
certain order.)
Standing on top of their own poly spot, the partnerships will toss their yarn ball to

S
S
S
S
S
S
S
S
S
S

S
S
S
S
S
S
S
S
S
S

- I have discovered that

the feedback I granted
my students with in this
lesson was very efficient
in helping them to
understand how to
successfully perform the
skill which was in focus
during the activities that
they were required to
take part in by
specifically highlighting
the components this
motion is made up of in
both a positive and
corrective fashion.
These instructional
comments were very
helpful in regards to
making my students
more informed about the
definitive parts for this
skill which were having
an impact on their
achievement in
performing it altogether.
By targeting these
elements in such
statements I found that
these individuals could
then better focus their

one another in an attempt to catch it as many times as they can without any part of
their body moving off of this equipment platform.
Extension Up: Have partnerships take three steps backwards behind both of their
poly spots in order to toss and catch their yarn ball with one another at an
increased distance.
Extension Down: Have partnerships take three steps forwards in front of both of
their poly spots in order to toss and catch their yarn ball with one another at a
decreased distance.

Transition

32:15-32:30 min.

The students will be told to pick up every piece of equipment within the activity
which was used at any point in the duration of this class period so that each type
of these items can be placed in their own pile next to the bleachers in order for
these learners to then be allowed to walk to their team line spot and stand there as
they wait for the next series of instructions about the final activity (Cool Down)
of the lesson provided by the teacher; where these individuals will be dismissed to
complete this task in small groups based on their favorite vegetable to eat.

Transition Diagram:
T SSSSS SSSS SSSS SSSS SSSSS

Cool Down32:30-35:30 min.

35:30-35:45 min.

The teacher will lead the students in six upper body stretches of their choice
which they will be required to hold for 30 seconds each by counting this time
span out loud with one another.

Transition

The teacher will tell the students to sit down as they wait for the next series of
instructions by this instructor about the closure of the lesson.

Closure

35:45-39:45 min.

At the designated meeting place, the teacher will thank the students for listening
and cooperating during the lesson; however, this will only be done if they did
behave respectfully.
The teacher will then present visuals to the students that show different skill cues
of catching on them to briefly test the students knowledge which they obtained
from the lesson. For example, the students will be asked by the teacher what skill
cue of this skill theme is presented on the images. It will then be up to the
students to work together in order to come up with one common answer that the
entire group agrees upon so that they can then relay it back to the teacher.
Then the teacher will ask the students a series of questions as followed:
1.) How many skill cues is catching made up of? (There are a total of five
skill cues in catching.)
2.) Who can name any of the skill cues of catching that have been presented in
the past two lessons? (They are, keep eye on ball, reach arms towards
ball, give with ball as ball hits hands, pinkies together if ball is below
waist, and thumbs together if ball is above waist.)

Cool Down, Transition, & Closure

Diagram:
S S S S S
S S S S S
S S S S S
S S S S S
S S

attention on how they

would go about
formulating a procedure
for prosperously
executing this action in a
manner that was easier
for them to comprehend.
It is vital that going
forward I continue
providing this critique to
my learners to warrant
that they are given the
proper insight for how to
carry out all of the
motions I present in my
teaching episodes so
they can become more
knowledgeable in the
subject matter relating to
these movements.

Teacher Instructional

3.)

39:45-40:00 min.

What were the three sports in which catching are applied to that were
discussed in the introduction of todays lesson? (They were the sports of
football, baseball, and basketball.)
To conclude the lesson, the teacher will tell all of the students to stand up and
demonstrate the motion of catching so that they can watch their execution of it
one last time to ensure that they fully understand the progression of movements
which needs to occur in order to properly perform this skill theme that has been
practiced over the course of two lessons throughout this unit.

Transition The cooperating teacher will tell each of the students one by one their grade for
the day out of five by shouting it to them so that they can go to stand in the
dismissal line by the door of the gymnasium to wait for their regular instructor
to arrive in order to then leave class.

Miscellaneous Information of Lesson Assessment: The teacher will assess the students performance in 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 re-position
themselves throughout each of the instructional activities when they are not
presenting content by scanning the gymnasium with their back to the wall to
provide the students with necessary feedback regarding their performance.
Modifications/Accommodations:
A paraprofessional will be provided to any student with an identified
learning disability in an effort to provide these individuals with oneon-one guidance for each instructional activity within the lesson.
All ELL students will be given a translator, which will be performed
by other bilingual students in the class, so that they can successfully
take part in the lesson.
Any chronicled IEP criteria will be complied with throughout the
course of the entire lesson for students in need of such support.

Transition Diagram:
SSSSSSSSSSSSSSSSSSSSSS
T

Delivery:
- I have learned that
when I present content
to my students I speak
towards them in a
manner that is very
demanding as opposed
to inviting. This vocal
exchange was frequent
within the dialogue
which I provided my
students with throughout
this lesson in that it was
very ineffective towards
getting these individuals
engaged in performing
the activities that they
were required of to
partake in. It was in light
of this communicative
approach with as to why
these learners instead
started carrying out offtask behaviors based on
the fact that this
teaching style did not
motivate them to want to
go about executing these
exercises in a fashion
that could be seen as
them putting forth

Key:
S - Student
T -

Teacher

Moving Straight Ahead

Boundary Cone

Poly Spot

Juggling Scarf

Moving to the Left

Moving to the Right

Yarn Ball

Red Team Line Cone

Blue Team Line Cone

Orange Team Line Cone

Green Team Line Cone

Purple Team Line Cone

maximum effort in such

duties. In future class
periods for which I will
introduce material to
these pupils, it is vital
that I convey this subject
matter in a way that
entices them to want to
practice the skills which
are in focus by utilizing
the instructional strategy
of set induction.

Teaching By
Invitation:
- I have noticed that my

students are more

motivated to carry out
activities which they are
required to participate in
when applying the
instructional strategy of
teaching by invitation in
these tasks. This didactic
technique was greatly
productive towards
getting my students to
be engaged in executing
the exercises from this
lesson in a successful
manner by granting
them with the
opportunity to select the
context for how they
wanted to go about
performing these duties.
I uncovered that this
tactic was critical for
increasing these
learners interest level in
these tasks because of
how they better targeted
their strengths for
carrying out the skills
that were encompassed
in them. The plan I have
moving forward in my

following teaching
episodes will be to
persistently incorporate
this scheme into the
movement assignments
that these pupils will be
obligated to take part in
in order to heighten their
attentiveness towards
working at achieving
these motions.