SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Nicholas Plourde

DATE: 11/20/2015-11/23/2015

SCHOOL: Agawam High School

Gymnasium

TIME: 8:16-9:08 & 12:12-12:59

LESSON#: 5

FACILITIES:

CLASS SIZE: 52-64 Students GRADE: 9-12

UNIT/THEME: Indoor Games

GENERIC LEVEL: Utilization/Proficiency

EQUIPMENT: 16 Dodgeballs, 64 Poly Spots, 10 Blue Pinnies, 10 Red Pinnies, 11 Yellow Pinnies, 11
Orange Pinnies, 11 Green Pinnies, 16 Cones, and 64 Homework Assignments
FOCUS OF LESSON: Demonstrate Pivoting in Ultimate Sponge Ball
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
(P) Employ all of the skill cues of pivoting by passing a dodgeball to fellow peers standing on their own
poly spots arranged in a square formation away from a defender. (SHAPE S2.H2.L1; MA CF 2.17)
(Taught: Introduction; Assessed: Main Opening Activity)
(C) Analyze 1 consequence behind why pivoting is a useful practice towards a team experiencing
prosperity in the game of Ultimate Sponge Ball by drawing a diagram depicting their rationale for this
claim. (SHAPE S2.H2.L1; MA CF 2.17) (Taught: Introduction; Assessed: Closure)
(A) Be aware of 1 belief they hold in respect to the game of Ultimate Sponge Ball by completing a
homework assignment targeting what this conviction is. (SHAPE S5.H3.L1; MA CF 2.19) (Taught: Main
Closing Activity; Assessed: Closure)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Tolerate off-task behavior of students by desisting these unruly actions without showing emotion.
2. Explain all rules of Ultimate Sponge Ball by asking students informal questions about these guidelines.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Proper attire for physical activity will be enforced at the beginning of class
The students will be made aware of any hazardous equipment for which the facility presents
If any students get tired during the lesson they will be told by the teacher to move outside of the
boundaries so that they do not get injured
REFERENCES:

Darst, P. W., Pangrazi, R. P., Sariscsany, M., & Brusseau, T. A. (2012). Dynamic
physical education for secondary school students (7th ed.). San Francisco, CA: Benjamin
Cummings.
Hunt, J. (n.d.). Basketball unit plan. Retrieved from
http://lessons.ctaponline.org/~pjackson/Basketballunit.html

Mango, K. (2001, October 1). PE Central. Retrieved from

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=821#.VljcVHarTIU

LESSON PLAN FORM

TIME

SEQUENCE OF LESSON

ORGANIZATION

REFLECTIONS

Opening0:00-7:00

T will take attendance once all Ss have exited their respective locker
rooms.

Instant Activity

7:00-12:00

Ss will jog around the sides of the activity area for a total of three
minutes; where when complete, three individuals will lead class in
performing 10 jumping jacks, push-ups, and crunches.
Note: Friday classes do not partake in warm-up

Transition12:00-12:30

Ss will walk over to center of gymnasium as they wait for next series of
instructions from T.

Introduction

12:30-15:30

T will inform Ss that todays class marks the final lesson of indoor games
unit.
T will tell Ss that during this lesson they will be playing a game known as
Ultimate Sponge Ball, where it will be communicated to them that this
activity is very similar to the sport of Ultimate.
T will notify Ss that lesson focus will be the offensive strategy of
pivoting.

T will explain to Ss that this tactic is used to help in moving away

from a defender to open up a passing lane in the direction of a
teammate by rotating ones body in a circular fashion around a
ball/Frisbee on one foot.
T will demonstrate the verbal cues of setting a pick with two S volunteers
using whole-part-whole instruction.
Verbal Cues:

S S S S S S S S S
S
T S
S
S
S S S S S S S S S

S
S
S
S
S
S

- Recognized that same Ss

were continuously
volunteering to lead these
exercises, so in
succeeding lessons I
mandated that other
classmates take upon this
role

Keep feet wide apart

Maintain balance and keep head up
Pivot quickly but properly
Use pivot to turn 180 degrees

Transition15:30-16:00

Ss will form groups of four, get one dodgeball per faction, and stand on
own poly spot arranged in a square formation with these peers.

Main Opening Activity- Inclusion Style

16:00-21:00

Demonstration: T will demonstrate procedure for carrying out the first

instructional activity to class with three S volunteers.
In their groups Ss will pass the dodgeball around the square with one of
these individuals acting as a defender attempting to knock this object to
the ground. It will be required of these individuals to perform the action
of pivoting when completing this task to prevent the defender from
getting their hands on the ball. After every person has effectively caught a
pass from one of their fellow peers during a given round another group
member then becomes the new defender. This will ensure that everyone in
the class is given the opportunity to be a defender during this activity.
That being said, it is important to note that at the start of this instructional
exercise each group will be given the option to move their poly spots
closer together, farther apart, or keep them where they are based on which
of these contexts they feel they will generate the most success in.
CFU: What is the role of the defender during this activity? (To knock the
dodgeball to the ground)
Extension Up: Increase the number of passes that must be performed by
a group in order to complete this task
Extension Down: Decrease the number of passes that must be performed
by a group in order to complete this task

Transition-

S
S
S

S
S

S
S

S
S

S
S

S
S

S
S

S
T

- Found that Ss had

limited options in regards
to passing the ball to each
other, so in succeeding
lessons I let them move to
vacant poly spots within
their groups square
formation

21:00-21:30

T will split Ss into six teams, provide these squads each with a different
color pinnie, and assign them to one of the two smaller basketball courts
in the gymnasium they will be playing at.
*S intern will put away dodgeballs used in previous activity

Main Closing Activity- Practice (Task) Style

21:30-36:30

36:30-37:00

Demonstration: T will demonstrate procedure for carrying out the final

instructional activity to class with seven S volunteers.
On allocated courts teams will play each other in games of Ultimate
Sponge Ball, where it will be stressed by the T that all learners through
their participation gain some type of belief concerning this learning task
collectively. The Ss will be encouraged to execute the skill of pivoting
during gameplay. It must be noted that throughout the activity two teams
will be off of courts along sidelines not playing due to limited space.
These games will conclude once any single point has been scored, where
teams will switch between playing a different opponent every time such
instance occurs. This scoring system will allow for each team to play
everyone in the class.
Rules Players cannot take any steps with ball
Players cannot catch ball after having stepped out of bounds prior
to a throw being made to them
Players cannot hit the ball out of an opponents hand
CFU: What is the purpose behind using the point scoring system? (It
allows for each team to play everyone in the class)
Extension Up: Decrease the size of each end zone
Extension Down: Increase the size of each end zone

Transition

Ss will place pinnies on rack next to bleachers, walk over to take seat at
center of gymnasium, and wait for next series of instruction from T.

- Recognized that Ss
standing along the
S S S S S S S
sidelines were constantly
demonstrating off-task
S
S
S
behaviors, so in
S S
S S
succeeding lessons I
T
S
S
S
S involved them in games
S
S
S
upon being allowed to
receive passes from
S S S S S S S classmates playing

Closure

37:00-40:00

40:00-47:00

T will provide Ss with a blank piece of paper in which they will have to
create a diagram depicting how the action of pivoting can be a useful
practice towards being able to experience a more favorable outcome
when playing the game of Ultimate Sponge Ball.
T will hand out a homework assignment to Ss that they will have to
complete for next class which involves them writing one page about a
certain notion they garnered while playing Ultimate Sponge Ball (Written
Assessment- The homework assignment will focus on the belief that stood
out most to each S through their engagement in this activity).
T will thank Ss for cooperating during the lesson; however, this praise
will only be given if they behaved respectfully.

Transition T will dismiss Ss to locker rooms.

Note: The T will assess Ss performance for carrying out the lessons content by
visually observing them throughout the full duration of the class period using
corresponding rubric.
Miscellaneous Information of Lesson Student Behavior Expectations: The T will explain to the Ss that it is
essential they conduct themselves in an appropriate manner throughout
the entire duration of the lesson, whereas they will have to sit out if they
are prompted for their behavior a total of three times.
Teacher Positioning: During the entire the lesson, the T 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 Ss with necessary feedback regarding their
performance.
Modifications/Accommodations:
An instructional aide will be provided to any S 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 Ss will be given a translator, which will be
performed by other bilingual Ss 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 Ss in need of such support.