SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Nicholas Plourde

DATE: 3/9/15 & 3/11/15

SCHOOL: Rebecca M. Johnson School

LESSON#: 3

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, 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 Rectangular Poly Spots, 22 Yarn
Balls, 22 Hula Hoops, 1 Roll of Duct Tape, 11 Equipment Buckets, and 4 Visuals
FOCUS OF LESSON: Demonstrate Underhand Throwing
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 underhand throwing in the tasks of the class period by mimicking the
teachers physical demonstrations of this motion. (SHAPE (S1.E13.K); 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 underhand throwing by correctly answering an informal question
posed by the teacher relating to this topic at the closure of the class period. (SHAPE (S2.E1.Ka); MA CF
2.1) (Taught: Introduction, Activity #1, & Activity #2; Assessed: Closure)
(A) Accept responsibility for all instances of off-task behaviors they engage in throughout the class period
by complying with the voiced prompts aimed to desist these inappropriate acts of conduct given out by
the teacher. (SHAPE (S4.E2.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. Analyze students with feedback that emphasizes on all of the skill cues for underhand throwing by
moving around the sides of the activity area with back to the wall so they are in realm of vision at all
times when observing their performance.
2. Create 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 be sure to stay in their own personal space when underhand throwing. 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. (2007). Children moving: A reflective approach to teaching
physical education (7th 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. (n.d.). Activity cues: Throwing underhand. Retrieved February 28, 2015, from
http://www.pecentral.org/lessonideas/cues/archive9798/cues109798.html

LESSON PLAN FORM

TIME

SEQUENCE OF LESSON

ORGANIZATION

Opening
0:00-0:15 sec.

The teacher will greet the students at the door leading to the gymnasium, ask them how
they are doing since the last time they saw one another, and inform them that in todays
lesson they will continue to practice learning about how to only perform the skill theme
of underhand throwing.

Opening Diagram:
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Transition
0:15-0:30 sec.

Warm Up
0:30-5:30 min.

The students will walk around the sides of the activity while performing the motion for
underhand throwing that was presented to them last class in a successive fashion during
every stride they take for a total of five laps around this space; where they will be
organized in a straight line at arms-width apart from one another.

Transition
5:30-5:45 min.

The students will walk to the meeting place to sit in their team lines while waiting for
the next series of instructions from the teacher concerning the introductory information
for the lesson, where these individuals will be dismissed to perform this duty based on
what their favorite animal is.

Introduction

5:45-9:45 min.

Transition Diagram:
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The students will walk in a straight line with one another to whichever side of the
gymnasium their lesson will be taking place in as the teacher will follow directly
behind in order to guide them for where they need to go when they arrive at this
location to wait for the next series of instructions relating to the first (Warm Up)
activity of the lesson.

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 freeze.

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Warm Up Diagram:
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Transition Diagram:
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Introduction Diagram:
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REFLECTIONS
Teacher Voice Projection:
- I discovered that I need to
do a better job of raising
my voice in presenting
content to students when
another physical education
class is taking place in the
gymnasium at the same
time because it is difficult
for these individuals to
hear what I convey to
them. This incidence
occurred on numerous
occasions during this
lesson in light of the fact
that I spoke to my students
in a monotone pitch
throughout its entirety.
Since these learners were
unable to hear what I was
communicating to them, I
then had to repeat my
original dialogue several
different times during the
class period. That is why in
my future teaching
episodes I will make it a
point to vary the tone of

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 students will be asked by the teacher what the purpose is behind learning about
how to underhand throw that was explained to them in the class prior.
Once the students have answered the previous question the teacher will then ask them if
they remember the skill cues of underhand throwing that were presented in the last
class as well.
The students will once again be informed by the teacher to place an emphasis on fusing
together the various motions in underhand throwing when taking part in this lessons
activities which focus on this skill theme.

Transition
9:45-10:00 min.

The students will walk to their own rectangular poly spot that is arranged facing across
from a wall with a yarn ball placed on top of it while waiting for the next series of
instructions from the teacher about the first practice activity of the lesson; where these
individuals will be dismissed to perform this duty based on their favorite professional
sport to watch on television.

Transition Diagram:
T SSSSS SSSS SSSS SSSS SSSSS

my voice more frequently

so that I can better place an
emphasis on the critical
components of the
directions I express
towards them in order to
ensure that they fully
understand what behaviors
they are expected of for
their participation in its
activities.

Activity #1- Hoop-Di-Underhand

Demonstration: The skill theme of underhand throwing 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 underhand throwing by showing the students that they
must face their target, step with their opposite foot towards this target, use a pendulum
motion with the arm they are throwing with, and follow through to the sky or ceiling
with the hand they are throwing with using whole-part-whole instructional strategy. It is
should also be noted that the teacher will exhibit all of the skill cues for underhand
throwing 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:
Face your target

Step with your opposite foot towards the target (i.e., if throwing with right
hand, step towards target with your left foot)

Use a pendulum arm motion with the arm you are throwing with (i.e., like
you are bowling)

Follow through to the sky or ceiling with hand you are throwing with

10:00-20:00 min.

Student Intratask

20:00-20:15 min.

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Transition

Every student will be ordered to place their yarn balls at their feet and will then be
randomly partnered with another peer by the teacher selecting them, where these
partnerships will then be told to sit quietly behind one of the rectangular poly spots
used in the previous activity as this instructor places equipment buckets facing directly
across from where these pairs of learners are stationed as they wait for the next series
of instructions on the second (final) practice activity of the lesson.

Activity #2- Underhanding Buckets

20:15-30:15 min.

Activity #1 Diagram:

Checking For Understanding:

1.) Are the skill cues of underhand throwing performed in a successive or
simultaneous motion? (They are performed in a simultaneous motion.)
The students will underhand throw the yarn ball that was previously provided to them
at a hula hoop which is hanging on a wall three feet above the ground facing directly
across from them while standing on top of the rectangular poly spot they previously
moved to at a distance of five feet away from this structure in an attempt to toss this
object into this circular ring as many times as they can.
Extension Up: Have students perform this task at a distance of ten feet away from wall
with hula hoop.
Extension Down: Have students perform this task at a distance of three feet away from
wall with hula hoop.

Demonstration: The skill theme of underhand throwing will once again be presented
by the teacher giving the students a brief demonstration of the action to very quickly
review it. In addition, the teacher will present underhand throwing by showing the
students that they must face their target, step with their opposite foot towards this
target, use a pendulum motion with the arm they are throwing with, and follow through
to the sky or ceiling with the hand they are throwing with using whole-part-whole
instructional strategy. It is should also be noted that the teacher will exhibit all of the
skill cues for underhand throwing 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:
Face your target

Step with your opposite foot towards the target (i.e., if throwing with right
hand, step towards target with your left foot)

Use a pendulum arm motion with the arm you are throwing with (i.e., like
you are bowling)

S
S
S
S
S
S
S
S
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S
S

Transition Diagram:
SS SS SS SS SS SS SS SS SS SS SS
T

Variation:
- I learned that students
become more motivated to
partake in a lessons tasks
when the teacher
incorporates the
instructional strategy of
intratask variation into
them. This finding
obviously was evident in
this lesson due to the fact
the performance of my
students increased in terms
of its quality after I
extended these tasks either
up or down for these
individuals based on their
execution level in them. In
applying this method
within my instruction the
degree of difficulty to
which associated with these
exercises better challenged
my learners in successfully
carrying them out to
exactly meet their specific
developmental needs in the
skills these movement
assignments targeted. It is
in light of this result with
as to why I will continue to

30:15-30:30 min.

30:30-35:30 min.

Activity #2 Diagram:

Checking For Understanding:

1.)

Follow through to the sky or ceiling with hand you are throwing with

Do the skill cues of underhand throwing 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.)

The students in each partnership will alternate one at a time underhand throwing their
yarn balls into the equipment bucket placed on the ground that is facing directly across
from them while standing on their rectangular poly spot at a distance of five feet away
as many times as they can.
Extension Up: Have students underhand throw their yarn balls at a poly spot placed on
the ground at a distance of five feet away.
Extension Down: Have student underhand throw their yarn balls at a hula hoop placed
on the ground at a distance of five feet away.

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merge this tactic into the

activities of my teaching
episodes from this moment
going further, especially
considering that it provides
each person within my
classes with the best
chance at attaining the
content which I present to
them.

Transition

35:30-35:45 min.

The students will be ordered to pick up every single piece of equipment used during the
lesson to place every type of these items in their own pile next to to the bleachers and
wait for the next series of instructions by the teacher regarding the final (Cool Down)
activity of the lesson in the middle of the gymnasium.

Transition Diagram:
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Cool Down

The teacher will lead the students in five dynamic stretches of their choice which will
be performed by these individuals moving across the width of the gymnasium in a
straight line adjacent to one another all together at the same time.

Transition

The students will walk to the meeting place to sit in their team lines and wait for the
next series of instructions from the teacher that touches upon the closing information
for the lesson; where these individuals will be dismissed to perform this duty based on
their favorite holiday.

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
underhand throwing 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

Teacher Positioning:

39:45-40:00 min.

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 underhand throwing made up of? (There are a total of
four skill cues in underhand throwing.)
2.) Who can name any of the skill cues of underhand throwing that have been
presented in the past two lessons? (They are, face your target, step with your
opposite foot towards the target, use a pendulum arm motion with the arm
you are throwing with, and follow through to the sky or ceiling with hand
you are throwing with.)
3.) What sport is underhand throwing commonly applied to that you pretended you
were a player in during a few of the transitions from last class? (The sport of
softball.)
To conclude the lesson, the teacher will tell all of the students to stand up and
demonstrate the motion of underhand throwing 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 the last two lessons.

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 one-on-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.

Cool Down Diagram:

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Transition Diagram:
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- I noticed that I need to do

a better job of arranging
myself in a location within
the gymnasium where all
of my students can be seen
because I learned that by
not doing this during this
lesson resulted in them
moving to areas in this
space where they were not
supposed to be when I was
not explicitly looking at
them. This manifestation
occurred on several
different occasions
throughout the lesson,
where I, in turn, would then
have to go about prompting
these students in order to
have them go back to the
spot I had originally
assigned for them to be
positioned at. Due to the
fact that these incidents
primarily transpired
throughout each of the
tasks I had planned for the
class period, I found that I
was unable to provide the
learners who were properly
engaging in these exercises

Introduction Diagram:
S S S S S
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Transition Diagram:
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with an adequate amount of

feedback on their
performance in them based
on the fact I was too busy
desisting these
misbehaviors of their
fellow classmates. That is
why for the future I will
make it a point to
consistently walk around
the sides of the activity
area with my back to the
wall in an effort to scan
these individuals
execution of any movement
assignments that I have
them participate in so that
every single one of them is
always within my realm of
vision.

Student Accountability:

Key:
S - Student
T -

Teacher

Moving Straight Ahead

Boundary Cone

Red Team Line Cone

Blue Team Line Cone

Orange Team Line Cone

Green Team Line Cone

Purple Team Line Cone

Moving to the Left

Moving to the Right

Rectangular Poly Spot

Yarn Ball

Hula Hoop

Equipment Bucket

- I believe that one of my

greatest triumphs from this
lesson was how I was able
to hold my students
accountable for the
behavior they exhibited in
the course of it. An
example from the lesson
with as to when this
became most evident was
when I had to sit two
students out during one of
its activities because of
how they constantly
refused to follow any of the
directions which I
presented regarding the
demeanor that these
individuals were to display
for their participation in
this exercise. It was
succeeding this incident
with as to when all of their
fellow classmates began to
display a more respectful
attitude towards me in light
of how they did not want to
also be inhibited from
partaking in the tasks
which correspond to the
class period. My goal is to

continue utilizing this firm

stance for these childrens
attitudes in my subsequent
teaching episodes based on
the positive impact it had
on thwarting off-task
behaviors carried out by
my learners from this
particular session, where I
plan to place an emphasis
on warning the class about
the guidelines for this
conduct at the beginning of
all these educational
gatherings from this point
moving forward.