SCHOOL OF HEALTH SCIENCES

LESSON PLAN HLTH 2203

James Culpan - 20160063

LESSON ORGANISATION (based on Australian Curriculum: Health & Physical Education)

Year Level: 5 Time: 1400 Date: 03/05/2018 Students’ Prior Knowledge:
This is the students’ first cricket lesson at A.P.S
Learning Area: Health & Physical Education
Focus Area:
Strand: Movement and Physical Activity  Active Play & Minor Games (AP)
 Games and Sports (GS)
Sub-strand:
 Moving Our Body
 Learning Through Movement

Content Descriptor: Teacher’s Prior Preparation/Organisation:

 MPA Ss 2.1 (061)  Equipment checked for serviceability prior to
 MPA Ss 2.1 (063) lesson
 MPA Ss 2.3 (069)  Equipment ready outside storeroom for students
to collect on way to oval
 Ensure all students have a hat and water bottle
before proceeding to oval
 As winter is approaching, possible locations for
class have been scouted in case of inclement
weather (undercover area, assembly hall)

Equipment List
 20 x bats
 6 x wickets
 6 x batting tees
 24 x markers
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Competence Critical and Ethical Personal and Social Intercultural
creative thinking behaviour competence understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Practice the front foot drive in cricket group activities

 Apply communication skills in group activities to score runs and prevent dismissal
 Apply the front foot drive in a modified cricket game to score runs

LESSON EVALUATION
Assessment of Lesson Objectives and Suggestions for Improvement::
 Were the students able to apply a front foot shot in group activities?
 Were the students able to communicate effectively to score runs and prevent dismissal?
 Were the students able to score runs in a modified cricket game by applying a front foot drive shot?
Teacher self-reflection and self-evaluation:
 Did the students find the lesson engaging and why? If not, why?
 Did every student participate?
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  Were my instructions clear?
 Were the lesson objectives met?
 What can I do differently next time to improve the lesson?
 Which students benefitted most from this lesson?
 Which students did not benefit from this lesson?
LESSON PROGRESSION
Motivation and Introduction:
Time
- Collect students from class
1400 - Collect equipment from storeroom on way to oval
- Students in central location on oval
- Introduce new sport (cricket)
- Ask if any students play/have played (looking for experience/potential skill demonstrators)
Student Organisation Lesson Content Class Organisation
(Individual task structure, differentiation) (Content & KTP) Resources/Equipment
(Position of teacher/students, setup/working area/grids for class,
transitions)

Warm Up: Yes/No/Wait

- Have 2 students set up 1 playing
area using six cones per area
1405 (10m x 15m)
- Explain activity to students
- Split class in two. One group with
you, other with classroom teacher.
Nominate two students from other
group to set up markers as
demonstrated Equipment

- Line A is ‘YES’, B is ‘WAIT’, C is 12 x cones

KTPs:
‘NO’ 20 x bats
- Yes: Run
- Students begin on line C facing 12 x stumps
line A - No: Don’t run, stop or turn
back
- Teacher is to call out:
- The concept of “wait” will
- ‘YES’: Students run to be introduced to students
opposite crease line (A) however only focus on the
correct use of “yes” and
- ‘NO’: Students stay where they
“no” for this lesson
are (C)
- ‘WAIT’: Students run to the
middle line (B) Extension
- Last student back is to perform - Begin slow and build up to a
one push-up pace where students are
- Ask students to each collect a bat. exerting themselves to get
1410 Any students without a bat are to to the line
use a single stump from plastic - Call out variations e.g. “Yes,
wickets to replicate a bat no, yes, wait”
- Perform the activity the same as KTPs:
before but now students are Taking off:
familiarising themselves with - Bat across body
running with the bat between - Run parallel to pitch
wickets
Grounding:
- Bat on its side as close to
parallel to the ground as
possible

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 Bridging organization
1413
-Bring students into central location
-Split students into groups of 6 and 7 and have one group set up equipment to demonstrate to class how
next activity will look (already multiple markers of each colour for progression of the activity)
- Have group that set up also demonstrate the next activity to the class
DIAMOND STRIKE - STAGE 1
- Have 4 sets of wickets set up in a
diamond shape approximately 20
m apart
- Each group consists of 1 batter, 1
1416 bowler, 1 wicket-keeper and 3-4
fielders
- Bowler is to bowl underarm to
wicketkeeper to begin
- Batter is to perform a front foot
shot from batting tee once WK
has ball
- Fielders are to field ball and return
to bowler
- Batter is to face 3 balls before all
players rotate positions
KTPs:
- Step: front foot steps
towards line of flight of the
ball. Batter simultaneously
raises front elbow
- Stop: useful coaching cue in
early stages of learning to
bat so batters can ensure
they are performing the
movement correctly
- Swing: Keep head down
and swing the bat straight EQUIPMENT REQUIRED
through (vertical) to strike
the ball while keeping front  5 x Wickets
elbow high  5 x balls
 5 x batting tees
PROGRESSION/EXTENSION  5 x bats
 Group can progress to
hitting from bowl instead of
tee
 If batters are hitting ball up
in the air too high or not
keeping front elbow high,
have them hit the ball off the
tee only using their top hand
on the bat
 If one group has cricket
experience, bowler can
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 choose to bowl with correct
form off two steps only

Bridging organization
1426
- Bring students in around one group and demonstrate set up
- Use group to demonstrate how activity will look once it is active
- Send one student from each group to collect relevant equipment for next activity

DIAMOND STRIKE - STAGE 2

 Keeping the same set up and

1430 groups as the previous activity, KTPs:
now add in two scoring
'boundaries' 15m in front of the - Step
wickets and one cone 10m to the - Stop
left of each wicket to simulate a - Swing
pitch
 One boundary equates to 4 runs,
the other is 6 runs
 The batter is to aim for either
scoring boundary when batting
 If the batter does not get the ball
through the boundary they are to Equipment
run to the cone and back to 25 x markers
simulate sneaking a single Other equipment already set out
 The fielders and wicket-keeper
are only to apply token fielding
pressure
 Batter is to face three balls before
players rotate


Bridging organization
- Bring students in to central location with equipment except for one group
1440 - Ask one student from remaining group to collect all batting tees and place in a line
- Instruct other students to set out remaining equipment accordingly
- Once activity explained, have one other group set out other playing area behind one already set up
- Classroom teacher to monitor other game

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 RAPID FIRE - STAGE 3

 Two teams. One is batting and one

is fielding. KTPs:
 Players waiting for their turn to bat - Step
are to score - Stop
1442  Set up 3 batting tees with a ball on
- Swing
top each in a straight line
approximately 50cm apart Progression/Extension
 Fielding team is spread out in front
of batting tees. Fielders must be at  One player from fielding
least 10m away from batting tees team could bowl/underarm
while batting is taking place (dependent on skill level of
 Batter is to hit balls off cones. group) six balls in a row to
Fielders cannot field any balls until batter
the batter has hit all of the balls  Set up boundaries (4 & 6)
 Once the batter has hit the balls for batter to aim for as well
they are to make as many runs as as running between wickets
possible between the stumps
 Fielding team is to retrieve all of the
balls and place them back on the
batting tees in original positions
 Fielding team is to shout 'HOWZAT'
once all balls are returned
 Once all batters have had a go,
teams swap

Equipment
6 x batting tees
4 x bats
6 x balls
4 x wickets
4 x markers

1457 Lesson Closure: (Review lesson objectives with students)

Lesson objectives to be reviewed with students by way of
- Questioning
- Student demonstrations of skills

Transition: (What needs to happen prior to the next lesson?)

- Inform students of the skills they will be performing next week (fielding)
- Remind students to bring correct uniform, adequate water and to apply sunscreen for the next lesson
- Equipment to be put away neatly in storeroom
- Dismiss students
1500

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Assessment: (Were the lesson objectives met? How will these be judged?)
Five students will be selected at random each week to be assessed throughout the lesson on each skill.
The chosen skills for this lesson are whether the students can;
- Apply front foot drive in a modified game or group activity
- Apply communication skills in group activities to score runs and prevent dismissal
-
- Demonstrate the ability to successfully judge a run

Name Front Foot Drive Communication

Tim ✔︎ ✔︎
Carly ✔︎ ●

 = not yet achieved

✔︎= achieved
Students’ knowledge retention will also be assessed at the conclusion of the lesson by way of
questioning regarding techniques taught in the lesson. Students will also be asked to provide a brief
demonstration of the skills taught throughout the lesson.

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