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West Virginia State University

College of Professional Studies: Department of Education


Lesson Plan Format Guide (Updated 1/18)

Teacher Candidate: _Alex Keiffer_______ Date: 4-12-18____


School: __Kenna Elementary_____ Grade/Subject: _1st grade Physical Education_
Lesson Topic: _Bouncing Ball Relay____

Instructional Objectives/ Student Outcomes:


Students will be able to bounce and catch a ball. (Objective 1)

WV CCRs:
WE.S.5: Movement Forms
Students will demonstrate motor skills and movement forms that enhance physical development
that apply to daily living experiences
WE.1.5.04 – Bounce and catch a ball

National Standards:
Standard 1: The physically literate individual demonstrates competency in a variety of motor
skills and movement patterns.

Assessment:
Diagnostic/ Pre-assessment:
Students will be asked if they have ever bounced and caught a ball before. Students may
be asked to demonstrate catching and bouncing the ball to make sure they have the
necessary skills to do the activity.
The following objectives are being checked:
 Current level of skill with bouncing and catching a ball. (Objective 1)
 Previous experience with bouncing and catching a ball. (Objective 1)
Formative Assessment:
Throughout activity students will be observed by the teacher to make sure students are
grasping the concept. Student not fully understanding might need more instruction from
the teacher.
The following objectives are being checked:
 Students are able to bounce ball in target area. (Objective 1)
 Students are able to catch ball after being bounced by classmate.
(Objective 1)
 Students are able to bounce ball into basket. (Objective 1)
Summative Assessment:
The final assessment will also be informal by looking at each student during the activity
and keeping a mental check list of the students that can perform the skill of bouncing and
catching a ball. Students will be assessed by following this rubric: (Objective 1)
Accomplished Emerging Intermediate Novice
Bouncing the Student is able to Student is able Student is able to Student is able to
Ball bounce the ball in to bounce ball in bounce ball in the bounce ball in the
the target area the target area target area with target area with a
every time. with few errors. errors. multitude of
(2-3 errors) (4-5 errors) errors. (6+ errors)
Catching the Student is able to Student is able to Student is able to Student is able to
Ball catch the ball catch the ball with catch ball with catch ball with a
every time. few errors. errors. multitude of
(2-3 errors) (4-5 errors) errors. (6+ errors)

Management Framework:
Overall time- 30 minute lesson
Time Frame- 5 minute warmup
10 minute teacher intro and demonstration
15 minute bouncing relay activity

Differentiated Instruction/ Adaptations/ Interventions:


There are no students with special needs that require differentiated instruction for this particular
lesson. There are some students though that have behavioral problems that are usually remedied
by staying near them. Therefore they will be placed in areas where the teacher can be close by.

Procedures:
1. Anticipatory Set
After the warmup students will be asked to raise their hands if they have ever bounced
and caught a ball. Then each student will be told to stand where they will be bounced a
ball to catch to gauge each student’s skill level.
2. Introduction
During the introduction students will be given the details of the bouncing relay. The
class’s attention will be directed to the course that is set up that consists of hula hoops
and containers. Student will be told about the game they will be playing that should help
them practice bouncing and catching a ball. During this time students will be given a
demonstration as well of how the game should work.
3. Body & transitions
After the introduction, students will be spilt into three groups of five (this number may
change based on number of students present.) Then the activity should go as follows:
 Students will be placed in a hula hoop in one of the three lines. Each line has nine
hula hoops and one container.
 Students will be instructed to bounce a ball into the empty hula hoop in front of
them so that the next person in their line can catch the ball. Then that person does
the same and so forth.
 Once the last person in the line catches the ball they will need to bounce it into the
container.
 After the last person takes their shot they will need to hop to the first hula hoop in
the line and then everyone else in the line moves up two.
4. Closure
Towards the end of the activity it is necessary to make sure that students are
understanding the concept and improving in skill. Therefore it is important to watch
carefully if someone is struggling and intervene if appropriate.
5. Assessment (Refer to description above)

Strategies:
 Teacher modeling/demonstration/simulations
 Cooperative groups
Materials:
 20 small playground balls
 30 hula hoops
 3 containers
Extended Activities:
If Student Finishes Early
The activity continues until the end of class therefore would make it impossible to finish
early.
If Lesson Finishes Early
The lesson continues until the end of class therefore would make it impossible to finish
early.
If Technology Fails
Only technology used would be a radio for music and if that would fail, it would mean
the room would be slightly quieter.

Post Teaching:
Reflection:
______________________________________________________________________________
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______________________________________________________________________________
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Data Based Decision Making:
Differentiating Instruction for
Students with Special Needs
Please describe all that apply:
Needs-Based Planning

Learning Differences Sensory Differences

Attention Differences Behavioral Differences


There are some students that pay close attention Most of the students act the same but a couple have a
but others lose focus fast. few moments that can be quite disruptive in class.
Motivational Differences Ability Differences

Physical Differences Cultural Differences


The class is pretty homogenous with one
exception one girl that is much smaller than her
classmates.
Communication Differences Enrichment

Multiple intelligences addressed (Check all that apply)


_________Verbal/ linguistic _____________Naturalist

Spatial _____________Interpersonal
_________Logical/mathematical ______________Intrapersonal

_Bodily-kinesthetic ______________Existential
_________Musical ______________Others(explain)
Course Design:

Smiley face circles represent the hula hoops


where students should stand. The empty circles
represent the hula hoops where students
should bounce the ball.

The square is the container.

Make sure there is three lines of nine hula


hoops and one container.

Make sure students are careful when moving in


between the hula hoops since they can cause
someone to fall.