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Tennessee Wesleyan College

Lesson Plan (With P.E. Specific Additions)


Teachers Name: BreAnne Martin & Kristen Lingerfelt Lesson Title:
______

Sink the Ship!

Subject/Grade: 3 Grade & up Outdoor PE

April 21, 2016

Date:

Standard(s): Identify what you want to teach. Reference State, Common Core (if

applicable), ACT College Readiness Standards and/or State Competencies.


Jogging/Running:
MS.2.3 Travels showing differentiation of speeds (e.g.. Increase/decrease speed as moving).
MS.2.4 Uses appropriate speed in chase, flee, and dodge activities.
Underhand Throw:

MS.9.3b Throws underhand to a partner or target with appropriate force.

MS.9.4 Throws underhand to a partner or target with accuracy.


MS.9.5 Applies underhand throwing to a variety of partner or small-sided games/practice tasks.
Spatial Awareness:
MKA.1.3a Recognizes the concept of open space.
MKA.1.3b Applies the concept of open space while moving.
Effort: Speed and Force:
MKA.3.3a Recognizes the need for varied speeds and forces within movement.
MKA.3.3b Applies speeds or forces with throwing and kicking.
Big Idea(s)/Essential Question(s): What question(s), big idea(s), and/or goals drive
your instruction?
Can you sink your opponents ship by accurately throwing soft balls at their targets?
Do you know how to throw underhanded?
Can you work as a team to sink a ship before your own ship sinks?

Academic Language-- Overhand throw, running, speed, accuracy, open space,


procedures, force
ConceptsThrowing, running/jogging, accuracy, spatial awareness, effort in relation
to speed and force
SkillsKnowledge of overhand throwing, the ability to hit a cone with a soft ball,
recognizing the people around you and the space on your mat, trial and error until
finding the right speed and force at which to work and throw
ApplicationsBy learning this basic game in third grade, students will become
proficient in a variety of skills that will serve them well when they begin learning
more in-depth and challenging team sports and concepts.
Lesson Objective(s): Clear, specific, and measurable.
The students will throw underhanded to hit a stationary object until it falls over.
The students will take turns running to retrieve out-of-bounds balls and give them to
their partners to be re-thrown.
The students will guard their own stationary objects, while multitasking to sink their
opponents ship.
Assessment/Evaluation: Formative: Student demonstration of current lesson objective(s).
Summative: What evidence will you collect and how will it document student learning and mastery

of the lessons objective(s)? Formal/Informal: Statements made as to what type of assessment


you will use to gather student data.

Summative: The teacher will perform an assessment, as outlined on the assessment


sheet (attached) to check for proficiencies in the concepts being graded.
Formal/Informal: The teacher will provide feedback to the students as they are playing
about better strategies.
The teacher will also ask the students for any questions before the start of the game and
after the practice round.
Instructional Strategies/Activities:
Coaching
Cues:
To begin, the students will take one lap around the gym to get
Remember
their muscles moving and then ready to begin.
your color!
1. Then, the students will be separated into (4) groups by color: orange,
This will
green, yellow, and purple. Each group can have anywhere from 3-6
determine
members.
your
2. The students will take their place on their teams mat and wait to be
group.
instructed.
3. The teacher will begin directly instructing the students about the
objective of the game, as well as the rules.
Pick one
4. The objectives of the game are to knock over your opponents cones
person to
by using accurate underhand throws. One student will act as the
be the
retriever; their job will not be to hit anyones cones, but rather to
retriever.
gather up the balls which fall out of bounds and return them to their
This is a
teammates.
very
5. When the retriever brings the balls to their teammates, the
important
teammates will throw the balls toward the stationary cones. If a cone
job!
falls down, it cannot be picked back up.
6. The throwers on the team must keep at least one foot on the mat at
all times. If both feet are to be removed, the teacher will instruct the
Try to
student that they have sunk and will need to go to the side and
guard your
complete (5) exercises. Jumping jacks, jump ropes, spins of a hula hoop,
cones, but
or crunches are all examples of possible sideline activities.
not only
7. Should all four of the stationary cones fall down due to being knocked
that. You
over, the teams ship will sink.
must also
8. When this happens, the teammates will go to the sidelines and
knock over
complete (5) exercises as a team. When they have completed their
the other
exercises, they will rejoin the group, set their cones back up, and begin
teams
again.
cones to be
Variation: To really pick up the intensity and pace of this game,
the winning
when the first ship sinks, have the teammates each split off into
team!
the other groups, giving each of the other groups an equal number
of new players. This will really liven up the game, because there
will be more people on each team; therefore, there will be more
Make sure
throwers defending a smaller space.
to keep at
If this variation is played, make sure that there now becomes at
least one
least (2) retrievers. This is a very important and active job, so
foot on the
having two will somewhat lighten the load of the runner.
mat at all
For the variation, continue on trying to knock down all of the
times!
cones. For the next group whose ship sinks, all of those players will
be split off into the two remaining teams, forming super teams and

a huge battle. The winner will be determined from this final battle.
9. There is no one direction that all of the balls have to be thrown; that is
to say, there is not one certain team that each other group must solely
throw at. All of the students are able to throw at whichever teams cones
he or she so chooses.
10. Whenever your time is up (or if youve chosen to play the variation,
and a final team wins), you may begin again or go over your objectives
once more.

Even when
you are
guarding
your cone,
make sure
you are
keeping one
foot on the
mat. Only
use your
feet and
legs to
guard.
Remember
to keep
throwing
the balls
underhande
d, aiming
only at the
cones.

Materials and Resources:


(4) gym mats
(4) cones for each of the gym mats; (16) total
(1) ball for each player
Timer or Music if desired

INSTRUCTION (STEP-BY-STEP PROCEDURES) PAGE 2

Safety
Reminders
:
*Only throw
the ball at
waist level
or below.
*Keep an
eye out for
flying balls.
*Be careful
on the
mats, they
could slip.
*Watch out
for your
friends
feet.
Remember
you all must
stand on
the same
mat.

BEGINNING
Assessment

Activating Strategy:
Motivator/Jump Start
Activity/Hook
One lap around the gymnasium to warm up
muscles and get moving.

Not needed at
this time.

MIDDLE

STEP BY STEP
PROCEDURES SEQUENCE
DISCOVER/EXPLAIN DIRECT
INSTRUCTION
QUESTIONING/ENCOURAGES HIGHER
ORDER THINKING
GROUPING STRATEGIES
DIFFERENTIATED INSTRUCTIONAL
STRATEGIES FOR
INTERVENTION/EXTENSION

Modeling Content Expectations ( I


do activities):
The teacher will model how to
underhand throw a ball and
knock over a cone.
Guided Practice (We do):
Everyone will take their places
on their team and go through a
practice round of practicing
hitting
the
cones
and
retrievingwhatever
their
particular case may be.
Independent Practice (You do; may
include Homework):
The students will complete the
game with their teammates.

Assessmen
t

Informal:
The
teacher
will walk
around
and ask
students
if they
have any
question
s about
how to
play the
game.
Formal:
The
teacher
will
follow
the
attached
assessm
ent
sheet.

Modificati
ons and
Strategies
to
Address
the
Diverse
Learners

If
student
s had a
broken
arm or
couldnt
run,
they
could
kick the
balls
instead
of throw
them
underha
nded. If
they
could
not run,
they
wouldn
t have
to take
a turn
being
the
retriever

Modifications and St
Address the Diverse

If a student
had a
wheelchair
and couldnt
walk, they
could go
around the
gym, too,
and get their
arms moving.

. They
could
simply
throw
instead.

CLOSURE

Summarizing, Reminding, Reflecting, Restating, Connecting

Include a review of the Standards, include a formative or summative assessment and provide an
explanation of when students will receive feedback on the assessment. Assign a written task (if
applicable) for student reflection.

For a closure, the students will be asked what objectives they were covering today.
They will be asked what aspects of the game they liked/disliked and if they learned
anything. Because this is more of a review type game, they may not note learning
anything in particular. They will then self-assess the game using a 1-5 rubric.

TEACHER REFLECTION/FUTURE MODIFICATIONS


I think that the lesson went well. The students were certainly active , and they really seem
it! There are a few changes I would make if I played this game again, though.
I would make a rule that all of the teammates had to actively participate in throwing balls
I would also make (3) different levels where the students could choose their own level of in
Level 1: Two teams would play head to head against each other with the mats close
still be the same set up with the cones and with the balls. Same rules apply as befor
Level 2: Two teams would play head to head against each other with the mats a bit
Same set up. Same rules.
Level 3: Two teams would play head to head against each other with the mats a g
balls would have to be thrown harder and more precisely to play in this level. Same
rules.
By allowing the students the ability to choose their own level of difficultly, all should be
and engaged.

Reflection on the Lesson Plan and Delivery to include: To what extent did the students learn the
concepts? What will be your next instructional steps? What did you learn about yourself and your
students concerning this lesson?

I feel the students mastered the concepts this game set out to review.
My next instructional steps would be to begin a new unit. These standards and concepts
have been thoroughly assessed and covered. Should there be any need to go back and
revisit any of the skills, I would do that before moving on.
I learned that students like to be challenged, but that challenge may not look the same
for all students. Some students abilities are different than others. By giving them
options, they can always feel successful at their personal level.

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