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Learning Task 3

Annotated Lesson Plan

by

Spencer Nowoselski

EDUC 460

Gavin Peat

March 16th 2018


Class: Grade 8 Phys. Ed. Annotations in Red

Title: Introduction to Throwing Mechanics

Objective of Lesson (in own words):


Students will learn how the whole body contributes to throwing an object optimally. They will
uncover how the feet, hips, torso, and arm all work together to generate a accurate and efficient
throw. These concepts will be explored through practicing in a small group, and then in a
throwing based game. By the end students will be able to identify technical aspects of an
overhand throw such as: stepping with the foot, transferring of weight, movement of the hips,
external rotation of the shoulder acting as a “sling”, and the follow through of the arm.
At this stage most students are familiar with how to throw at a superficial level. I feel it is
important for them to now deepen their knowledge of the skill, and how it relates to the whole
body. In order to do this it is important for them to not only be able to incorporate these elements
in their own throwing mechanics, but to also be able to identify them in someone else.

Essential Questions:
● Why is it important to learn how to throw?
● Is there only one way to throw an object?
● What makes a good overhand throw?
● How do different parts of the body contribute to throwing an object?
The essential questions are important part of any lesson, but here they are key. Most students will
feel they already know everything they need to know about throwing, so these thought provoking
questions will challenge their current understandings and beliefs and hopefully spark a trail of
inquiry that will motivate them to authentically explore the skill during the lesson.
Learner Outcomes (Program of Studies) Plan for Differentiation / Inclusion
● A8–5 demonstrate ways to receive, retain ● A separate smaller activity will be set
and send an object with varying speeds, up elsewhere in the gym if some
accuracy and distance in skills specific to students, potentially for behavioral
an activity reasons, refuse to participate in the
● A8–6 select, combine and perform lesson.
manipulative skills by using elements of ● Students will be allowed to create their
space awareness, effort and relationships, own groups so that they feel more
with and without objects, to improve comfortable practicing and assessing
performance one another, or the teacher will partner
These learner outcomes are taken directly from students specifically if it will improve
the Alberta Programs of Study for Physical the learning environment of an ELL or
Education with the focus of locomotive skills. a behavioral student.
Specifically sending and receiving. ● Demonstrations for the lesson will
include multiple modalities such as
visual, auditory, and physical so that
all learners have an opportunity to
process the lesson in multiple ways.
These are broad measures that will hopefully
allow as many students as possible to
participate or at least remain active during the
lesson. This will also fit the three principles of
the Universal Design for Learning of
representation, action, and expression.
Prerequisite Knowledge, Skills, Strategies Preliminary Matters (Announcements, etc.)
and Attitudes
● Students should be somewhat familiar
with catching and throwing an object
from previous experiences in phys. ed.
However, if they have not, they should
still be able to participate and develop
their skills during the lesson just fine.
● They will be reminded that there is
always ways to further develop any skill,
and some of the top athletes in the world
still spend hours continuing to practice
many fundamental skills.
Placing a strong emphasis on continuous skill
development, a growth mindset, and individual
mastery is important as these characteristics are
key to intrinsic motivation and lifelong
participation.

Time Teaching Strategy Student Resources Assessment


Activity
Introduction Use of essential Student are Soft balls The
questions to guide seated on the introduction
The lesson will begin 10 discussion and spark floor along the Baseball and
with a quick summary student inquiry. sidewall, or gloves discussion
min
of the previous lesson corner, of the portion of
before moving into a Using students who gym. Footballs the lesson
discussion on feel competent It is ideal to have will be
throwing mechanics enough with their the students Handballs comprised of
and the need to throwing ability to seated as little formative
continue to refine demonstrate to class. time as possible, Ideally as assessment
fundamental skills. This will also but the content of many as for learning.
The class discussion acknowledge this lesson will possible of Here the
will be guided by the experienced peers in require a little bit each. 10 of discussion
essential questions and the skill and potential of sitting. Their each may will facilitate
is key for generating leaders for activities specific seating be ideal. a setting
student inquiry and and peer questions. location in the were the
providing students This will encourage gym is for teacher can
with more background some students to optimal acoustic. better gauge
and content develop their current
knowledge as they leadership skills. It They will student
engage in the skill. will also help make participate in knowledge
the student learning discussion by and provide
The teacher will first environment more answering the necessary
demonstrate proper autonomous as essential feedback
technique and body students learn turn to question, and before
mechanics in slow one another for help contributing any beginning
motion, then students as they solve questions they the practice
who feel comfortable problems. have. activity.
demonstrating their
throw in front of the Demonstrations of Participation of
class will perform an throwing using the students in
overhand throw at full multiple items to the discussion is
speed. show relatedness of key so it is
Demonstrating the mechanics and also important to
skill first in slow provide more options guide the
motion with verbal for students to discussion with
instructions followed practice with and genuine
by a demonstration a help keep students enthusiasm and
real speed will slowly engaged. energy.
introduce the new This will ideally
content to the students. further the
developing inquiry of
Finishing with a visual students and help
demonstration of the student make
peer coaching activity. connections between
movements and
skills. It should also
keep students
engaged if they have
more options

Activity Sequence Teacher will wander Students will Soft balls Teacher will
around from group to explore and walk around
1) Student will break 15 group asking probing practice their Baseball to groups to
up into pairs, those min questions to gauge overhand gloves make
pairs will find another developing throwing formative
pair to group with. comprehension and technique and Footballs assessments
Groups will then understanding. They mechanics while for and as
decide which item will also answer any also assessing Handballs student
they will be using. questions or concerns their partner and learning
One member from that arise from providing Cones and providing
each pair will take students or groups. feedback. secondary feedback for
turns throwing back This can provide the This promotes objects to students to
and forth to each other teacher with an multiple act as use.
while the other partner opportunity to give dimensions of targets to be
watches and peer individual help to comprehension on top of Questions
coaches their throwing students who are and should lead the cones. such as:
technique and body having trouble and to an increase Did your
mechanics providing also provide acquisition of the partner
feedback. formative feedback. skill. forget to do
This format will something
provide students with Teacher can during that
plenty of individual rearrange groups if last throw?
practice time in both engagement appears
throwing and watching to be suffering, or if What part of
the skill. The peer a skill leader can your own
setting should increase help out in another throwing
student comfort and group. technique do
subsequent Gives the teacher an you feel you
participation. option to modify any need to focus
group if the learning on to
improve?
of any student is
2) Throwing 10 compromised. These
activity/relay min probing
This activity will questions
provide students with should
a fun and lightly provide the
competitive team teacher with
based environment to enough
test the skills they information
have been practicing to assess
during the lesson. The student
relay format will add progress and
an increased level of provide
activity and physical formative
exertion that was more feedback to
absent during this enhance
lesson. student
learning.
Closure Here the focus of the Students will No Ask students
teacher is on participate in the equipment what they
Reorganize class into 7 relaxation and stretching and necessary learned. If
a large circle with min summarizing content, relaxation anyone felt
teacher in the center not stretching. methods at their they
demonstrating various Along with own pace while improved
stretches or relaxing summarizing content also contributing their
poses. Teacher will this period will to the throwing
also lead a brief provide the students summarizing technique.
summary of with an opportunity discussion of If they
everything we to relax and what they enjoyed the
discussed, look back at calm/cool down learned over the lesson, and
some of the essential before transitioning course of the any closing
questions proposed at back to a more lesson. thoughts.
the beginning. restrictive classroom This will help These
This will provide the setting. them summarize questions
teacher will a natural the content and will act as
setting to debrief and bring their heart informal
summarize the content and breathing assessments
they covered during rates down, but for learning
the lesson. hopefully it will as the
also take teacher will
advantage of of have a better
their briefly idea if the
modified students felt
physiology and they learned
make them more anything and
likely to as if they
questions and enjoyed the
share to enhance lesson.
their learning
experience.
Class: Grade 8 Phys. Ed.

Title: Applying Throwing Mechanics in a Game and Sporting Environment

Objective of Lesson (in own words):


Students will practice applying their enhanced knowledge on throwing techniques in a sporting
environment. They will gain an appreciation for performing these techniques in different fast
paced and uncontrolled settings.
This lessons objective will build off of the previous introductory lesson to throwing and provide
the students with a new environment in which to test their skills. Ideally the lesson provides the
ideal zone of challenge for each student so they are able to have fun. With greater awareness and
development of throwing mechanics hopefully students will establish a mastery-oriented
approach to the skill and increase enjoyment.

Essential Questions:
● What different sports, games, or activities require the skill of throwing?
● How is practicing a skill in a controlled environment different than performing it in a
game situation?
These essential questions will build off of the discussion from the previous lecture and serve as a
segway into the current lesson. It is also much shorter due to the shorter time allotted for
discussion.

Learner Outcomes (Program of Studies) Plan for Differentiation / Inclusion


● A8 – 10: Select, combine and perform ● A separate smaller activity will be set
activity-specific basic skills in a variety up elsewhere in the gym if some
of games students, potentially for behavioral
● A8 – 11: Be able to identify and evaluate reasons, refuse to participate in the
specific strategies and tactics that lesson.
coordinate effort with others; e.g., ● Student will have to option of
team/fair play, in order to achieve a choosing their level of
common activity goal competitiveness for the first activity.
● C8 – 3: Demonstrate etiquette and fair Giving students, the choice should give them
play greater opportunity to participate in a more
These learner outcomes from the Programs of optimal environment for their development,
study will continue to focus on locomotive and individual comfort.
skills, but will also include fair play for the team
activities.
Prerequisite Knowledge, Skills, Strategies Preliminary Matters (Announcements, etc.)
and Attitudes
● Students should now be familiar with
how to throw an object from the previous
class lesson.
● They will be reminded that there is
always ways to further develop any skill,
and some of the top athletes in the world
still spend hours continuing to practice
many fundamental skills.
It is always important to reinforce the
importance and adoption of a growth mindset.
Time Teaching Strategy Student Resources Assessment
Activity
Introduction Use of essential Student are Handballs The
questions to guide seated on the introduction
The lesson will begin discussion and spark floor along the Foam and
5
with a quick summary student inquiry. sidewall, or Dodgeballs discussion
min
on the previous lesson corner, of the portion of
of throwing technique. Inform students that gym. They will the lesson
Then it will move into the teacher will be participate in will be
a discussion of observing to see their discussion by comprised of
throwing in different implementation of answering the formative
sports and game proper throwing essential assessment
settings. Then mechanics during the question, and for learning.
introduce the two activities. contributing any Here the
games they will play. This will keep the questions they discussion
(Handball, Box Ball) students aware that have. will facilitate
A quick review of they should be a setting
previous content is continuing to were the
agan essential to create practice and teacher can
a sense of continuity implement the new better gauge
between lessons and elements they current
content. The essential practiced over the student
question should previous lesson and knowledge
encourage further hopefully help keep and provide
student inquiry with them motivated and necessary
the content, and the focused. feedback
two games will before
provide different beginning
environments for the practice
student to test their activity.
skills.

Activity Sequence Teacher will referee Students will Handballs Teacher will
both games while practice their observe and
1) The first activity 20 providing feedback throwing 4 soccer or assess the
will consist of two min to students. This mechanics while hockey nets students
games of handball, feedback should be also combining depending ability to
one on either side of minor as the goal is many other on what is perform the
the gym. Students will to let students locomotive available. throwing
choose between a explore their skills. They will mechanics
more competitive throwing mechanics also be required 8 gymnastic they have
game on one side or a in a game setting. to work together mats (to been
more recreational It is important for the as a team with make practicing.
game on the other. teacher to provide their peers. boxes) Their
Having two games of less and less This is a great mechanics
different feedback at this point way to have 10 or more do not have
competitiveness will as the process of students practice dodgeballs to be perfect,
provide students with slowly scaffolding the skill in but it should
a more optimal level the skills over to the conjunction with be evident
of challenge to help students should be multiple other that the
them practice and minimal at this point. skills. The team students are
further develop their aspect adds attempting to
skills. Hopefully the another integrate
students will have dimension of these new
more fun in these communication elements
environments as well. and strategy. into their
throw and
2) The second activity are actively
10
will be a gym wide trying to
min
game of Box Ball. improve.
This second gym wide The Second
game provides the activity
student with another provides a
setting to test their prime time
skills and one where for the
they can focus more teacher to do
on the skill of most of his
throwing instead of observations.
combining them with
other locomotive
skills.
Closure Here the focus of the Students will No Ask students
teacher is on participate in the equipment what they
Reorganize class into 7 relaxation and stretching and necessary learned. If
a large circle with min summarizing content, relaxation anyone felt
teacher in the center not stretching. methods at their they
demonstrating various Along with own pace while continued to
stretches or relaxing summarizing content also contributing improved
poses. Teacher will this period will to the their
also lead a brief provide the students summarizing throwing
summary of with an opportunity discussion of technique.
everything we to relax and what they If they
discussed, look back at calm/cool down learned over the enjoyed the
some of the essential before transitioning course of the games, and
questions proposed at back to a more lesson. any closing
the beginning. restrictive classroom This will help thoughts.
This will provide the setting. them summarize These
teacher will a natural the content and questions
setting to debrief and bring their heart will act as
summarize the content and breathing informal
they covered during rates down, but assessments
the lesson. hopefully it will for learning
also take as the
advantage of of teacher will
their briefly have a better
modified idea if the
physiology and students felt
make them more they learned
likely to as anything and
questions and if they
share to enhance enjoyed the
their learning lesson.
experience.
References

Alberta Education. (2000). Program of Studies for Physical Education. Retrieved from:

https://education.alberta.ca/media/160191/phys2000.pdf