SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Nicholas Plourde

SCHOOL: Rebecca M. Johnson School

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

LESSON#: 8

TIME: 1:10-1:50 PM

FACILITIES: Gymnasium

CLASS SIZE: 21
GRADE: 4
UNIT/THEME: Striking
GENERIC LEVEL: Control/Utilization
EQUIPMENT: 1 Whistle, 21 Tennis Rackets, 10 Tennis Balls, 4 Hula Hoops (of two different colors), 5
Team Line Cones, 14 Poly Spots, 3 Beach Balls, 3 Wiffle Bats, 3 Wiffle Balls, 3 Batting Tees, 21 Likert
Scale Assessment Forms, 3 Plastic Baseball/Softball Bats, 3 (Pillo) Polo Sticks, and 4 Visuals
FOCUS OF LESSON: Demonstrate Striking of Ball using Wiffle Bat
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 3 out of the 4 skill cues for striking a ball using a Wiffle bat within one of the various
tasks from the class period by simulating the teachers physical demonstration of this motion. (SHAPE
(S1.E25.4); MA CF 2.2) (Taught: Introduction; Assessed: Activity #3).
(C) Identify at least 3 out of the 4 skill cues for striking a ball using a Wiffle bat 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.E2.4); 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 1 time for talking during when these oral instructions are conveyed. (SHAPE
(S4.E2.4); 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 a ball using a Wiffle bat 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 will need to be communicated the consequences of their misbehavior prior to taking part in any
instructional activities in the event they are prompted for these actions by the teacher a total of three
times. It is also imperative that the teacher selects groups of students themselves for tasks requiring such
collaboration between these individuals. Most importantly, the students should be made aware of the
safety hazards associated with the facility, such as bleachers, mats, divider curtain, and stereo cart.
REFERENCES:

Bianchi, M. (2003, May 22). Striking w/ long handled implements cues: Striking with a baseball
bat. Retrieved from http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=102

LESSON PLAN FORM

TIME

SEQUENCE OF LESSON

ORGANIZATION
Opening Diagram:
SSSSSSSSSSSSSSSSSSSSS
T

Opening0:00-0:15 sec.

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

Transition0:15-0:30 sec.

Instant Activity
0:30-2:30 min.

Transition Diagram:
SSSSSSSSSSSSSSSSSSSSST

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

The students will jog around the sides of the activity area carrying a
tennis racket. On the teachers stop signal (whistle), the students will
wait for a yarn ball to be tossed to them by this instructor so that they
can then strike this object by batting it back. 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.

S
S
S
S
S
S

Instant Activity Diagram:

S
S
S
S
S

S
T
S
S

S
S S
S
S
S S

Transition
2:30-2:45 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 learn how to perform
this skill using a Wiffle bat during the class period.
The teacher will then explain to the students the following aspects of
striking:
1.) What is striking? (Making contact with a ball/puck using an
implement)

Transition Diagram:
T SSSSS SSSS SSSS SSSS SSSS

REFLECTIONS
Equipment
Distribution/Collection:
- The equipment which I
had intended for the
students to use during
this lesson was never laid
out for them prior to their
arrival. This failure to set
up the gymnasium with
these materials caused
my learners to
demonstrate unsafe
behaviors when both
picking up and putting
them back due to their
being limited space to
complete this task. It was
upon observing these
individuals carry out such
hazardous actions with as
to when I decided to go
about having them
perform these duties for
handling the
aforementioned
apparatuses in small
groups rather than all at
once. In the future it is

2:45-5:45 min.

2.) Why learn striking? (It is an integral skill used in a multitude of

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: Strike a stationary ball upon batting it using a Wiffle bat).
Demonstration: The teacher will demonstrate to the students how to
perform the action of striking using a Wiffle bat by highlighting its
skill cues using the whole-part-whole method.
Skill Cues:
o Grip the bat so the hands are close together and your favorite
hand is on top
o Stand with knees bent and your side to the pitcher, and put
your back elbow up, like stretching when you yawn
o Swing the bat nice and level (pretend you are clearing the top
of a table), while "squashing the bug" with the back foot
o Break the wrists (top hand comes over the top of the other
hand) on contact of the ball

essential that I continue

to utilize this
organizational method in
order to eliminate any
issues which could put
these pupils at harms risk
of getting hurt when
transporting these
implements in close
proximity of one another.

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

Note: Activities will be performed in station format.

Activity (Station) #1 Diagram:

Activity (Station) #1- Catching a Strike

Demonstration: The teacher along with one student volunteer will

strike a tennis ball by tossing it to self in order to bat it at one another
using a tennis racket while standing on top of a poly spot.
Checking For Understanding:
1.) What hand should be positioned on top of the other when striking
with a Wiffle bat? (Your favorite (or dominant) hand)
The students will take part in this task in groups of two (there will be

5:4515:45 min.

15:45-16:00 min.

one group of three) by the teacher counting them off. The student that
strikes the tennis ball will be required to yell out a name of a
professional athlete for whom plays a sport that involves striking in it
before their partner catches (or gains possession of) this object. Each
student will be required to write the names of these individuals on the
back of a Likert scale assessment form for every time they successfully
complete this duty.
Extension Up: Have students strike a Wiffle ball by batting it to their
partner using a tennis racket.
Extension Down: Have students strike a beach ball by batting it to
their partner using a tennis racket.

Transition

Transition Diagram:
T SSSSSSS SSSSSSS SSSSSSS

The students will rotate between stations.

Activity (Station) #2- Wally Strike

16:00-26:00 min.

Demonstration: The teacher will strike a tennis ball upon tossing it to

self in order to bat it against a wall using a tennis racket so that they
can then attempt catching this object with one hand as it rebounds back
to them while standing on top of a poly spot.
Checking For Understanding:
1.) How should you position your body when striking with a Wiffle
bat? (With knees bent, side to pitcher, and elbows up)
The students will take part in this task by having to write an X on
their Likert scale assessment form after each time they are unable to
catch their tennis ball, where they must mark an O on this sheet
when they do successfully complete this duty. The teacher will notify
these students when there are two minutes remaining in this activity so
that they can divide the number of instances they caught this object by
the number of instances they did not do so in order to calculate the
percentage of times they achieved this feat. The class will be notified
which student was most efficient in performing this exercise at the end
of the class period.
Extension Up: Have students strike tennis ball by batting it at wall
from behind poly spot at an increased distance.
Extension Down: Have students strike tennis ball by batting it at wall

Activity (Station) #2 Diagram:

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 devising the
sequence of activities for

from in front of poly spot at a decreased distance.

26:00-26:15 min.

Transition

The students will rotate between stations.

Transition Diagram:
T SSSSSSS SSSSSSS SSSSSSS

Activity (Station) #3- Striking the Wiffle

26:15-36:15 min.

36:15-36:30 min.

Demonstration: The teacher along with one student volunteer will

alternate between each other to strike a Wiffle ball by batting it off of a
batting tee using a Wiffle bat at the divider curtain.
Checking For Understanding:
1.) When does the top hand come over the other hand during the
motion of striking with a Wiffle bat? (On contact of the ball)
The students will take part in this task in groups of two (there will be
one group of three) with the same partner for whom they had in the
previous activity. As one student is batting the ball, the other will
watch their performance so that they can fill out their Likert scale
assessment form in order to rate their execution of this action. It will
then be expressed to the students by the teacher that each partnership
must discuss their observations with one another in terms of what
components of this motion they did well on in addition to what needs
improvement.
Extension Up: Have students strike the Wiffle ball off of the batting
tee using a plastic baseball/softball bat.
Extension Down: Have students strike Wiffle ball off of the batting
tee using (pillo) polo stick.

Transition

The students will rotate between stations.

Transition36:30-36:45 min.

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

Activity (Station) #3 Diagram:

S

S S

Transition Diagram:
T SSSSSSS SSSSSSS SSSSSSS
Transition Diagram:
T SSSSSSSSSSSSSSSSSSSSS

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.

Closure-

The teacher will select one student volunteer to demonstrate the motion
of striking a ball using a Wiffle bat in front of the class.
The teacher will then present visuals to the students that show different
skill cues of striking using a Wiffle bat 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 a ball using a Wiffle bat 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 three of the four skill cues for striking a ball using a
Wiffle bat that were presented earlier in the lesson? (They are
grip the bat so the hands are close together and your favorite
hand is on top, stand with knees bent and your side to the
pitcher, and put your back elbow up, like stretching when you
yawn, swing the bat nice and level (pretend you are clearing
the top of a table), while "squashing the bug" with the back
foot, and/or break the wrists (top hand comes over the top of
the other hand) on contact of the ball.)

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 of the

objective for the psychomotor domain through their completion of a
Likert scale assessment form that highlights the various skill cues of
striking a ball using a Wiffle bat for which they must hand in at the
conclusion of the class period. With that being said, both the
cognitive and affective domains will be assessed for the students by

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

Transition Diagram:
SSSSSSSSSSSSSSSSSSSSS
T

Activity
Demonstrations:
- I found that upon
demonstrating each
activity station to
students wasted a
considerable amount of
time for these individuals
to be actively engaged in
them so that they could
then maximize their
opportunities to respond.
This duration lost due to
these physical
presentations culminated
in my learners not being
able to perform the
exercises attached to
these lessons. It was in
light of my inability to
recognize the
developmental
characteristics of children
in these grade levels with
as to why I went about
specifically exhibiting
how to carry these tasks
out rather than just
explaining them. That is
why in the future I will
try to do a better job of

the teacher visually observing these individuals execution of their

corresponding objectives. Each of these assessment methods are to
be applied in an effort for the teacher to hold students accountable for
their achievement of these objectives.
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:
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

Tennis Racket

Tennis 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

Poly Spot

planning in an effort to
inhibit such issues like
this one from arising in
my subsequent teaching
episodes.

Wall

Divider Curtain

Wiffle Bat

Wiffle Ball

Batting Tee

Likert Scale Assessment Form

Teacher Feedback:
- The feedback with
which I granted to my
students was highly
effective because of the
fact that it specifically
highlighted definitive
aspects of their
performance throughout
the full extent of these
lessons. This quality in
relation to these
instructional comments
was essential for helping
these individuals to carry
out the actions with
which were touched upon
within them in a simpler
manner. It is also worth
mentioning that my
learners were more
motivated to complete
the behaviors these
statements encompassed
as a result of their
conduct being noticed by
the teacher (myself). That
is why from this point
moving forward I will
make it a point to
continue providing these

pupils with this verbal

evaluation of their degree
of proficiency for the
content presented by
walking around the sides
of the task area to scan
this space with my back
to the wall during
following teaching
episodes.