Desiree Ellison C367 Task 1
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School
Western Governors University *
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Course
D091
Subject
Health Science
Date
Feb 20, 2024
Type
docx
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4
Uploaded by UltraRat1917
Desiree Ellison
Task 1
Title: Throwing Skills Lesson Plan/ Physical Education Lesson Plans
A1a. I think overall, this is not an effective lesson plan. Each section shows strengths and weaknesses, such as detailed examples of the student’s actions during the anticipatory, modeling, guided, and independent practice section. Though, in each of these sections, the teacher’s actions are missing. The closing procedure had a detailed explanation of the teacher’s actions but lacked the student’s actions. This is why I believe this is not an effective lesson plan. I do not believe this plan is explained in a way that another teacher or substitute could read it and deliver the lesson. 1. Anticipatory set
The anticipatory set is part of the warmup section. The students are standing in their own area and pretending to hold an imaginary ball. The explanation of the student’s actions is well developed. However, I do not believe this is an effective plan because it is missing the teacher’s actions. For example, it could be said that the teacher is throwing her pretend ball at the target and then explaining that pretend throwing helps when learning how to throw balls.
2. presentation procedures for new information or modeling (or both)
The presentation procedures for new information take place during the warmup section. In this section, the students practice how to position their bodies and the motions they should make before releasing the ball. For example, the student should step with the opposite foot of the hand holding the pretend ball. The explanation of the student’s actions is well developed. However, I believe this is not an effective plan because it’s missing the information on what the teacher should be doing at this point. For
example, it could state that the teacher should have modeled the correct positions and motions first to give the students a visual.
3. guided practice
The guided practice takes place during the active play. During this lesson, the students practice with a smaller foam ball, concentrating on their stance and making the ball go up and over to a target. The explanation of the student’s actions is well developed. However, I do not believe this is an effective plan because it does not state the teacher’s actions. For example, it could state that the instructor uses this opportunity to walk around and observe that the students are holding the ball in the correct hand and their stance is correct and offer feedback if needed. 4. independent student practice
The independent student practice takes place during active play. The student chooses their station target and demonstrates placing the ball in their dominant hand, using correct stance and motions with their body to throw the ball, and then hit their target with the ball. The explanation of the student’s actions is well developed. However, I do not believe this is an effective plan because the instructor’s
actions are missing. For example, the teacher could use this time to observe or grade the student’s performance during this lesson.
5. culminating or closing procedure or activity
The closing procedure takes place during the closure section. The teacher asks questions about the activity and will observe and listen to check for understanding. The instructor’s actions are explained well in this section. However, I do not believe this is an effective plan because it is missing the student’s actions. For example, stating that the students are to listen to their peers as they deliver an answer to the teacher’s questions.
B. differentiation for multiple abilities or interests
Differentiation for multiple abilities or interests is not evident in this lesson. Although it does mention extending or shortening the area, such as half court or full court, it does not explain the ability level or which students, such as a student who has a physical disability and is unable to run long distances, will require half court.
C. alignment to each of the standard(s) of the lesson
Standard 1: The physically literate individual demonstrates competency in various motor skills and movement patterns.
This standard is evident in the lesson plan. For example, it mentions that the students are to demonstrate the motions of throwing the ball, such as stepping with the opposite foot of the hand holding the ball and then extending their arm backward and then forward to release the ball. The lesson plan also includes students running or shuffling between each section.
Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.
This standard is evident in the lesson plan. It mentions that students are to apply the knowledge they learned from practicing with pretend balls to demonstrate throwing an actual ball at their chosen target.
Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
This standard is not evident in the lesson plan. For example, although it mentions that students stand in their own space while practicing throwing a pretend ball, it does not elaborate on how they exhibit personal, social behavior or respect for themselves and others. The teacher also asks the students how they demonstrated good sportsmanship, but it does not give an example of how the student demonstrated that.
Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
This standard is not evident in the lesson plan. It does mention that the teacher asks the students if they
enjoyed the activity, but there is no example of the student’s response. D. promotion of healthy lifestyles or attitudes
I believe this lesson promotes positive attitudes toward health because the physical activity was designed for students to have fun and be engaged throughout the lesson, such as throwing different-
sized foam balls. Students also chose their own targets, like a crack in the wall or a number on a chair. The teacher also incorporates different movements into the lesson, such as having students choose to either run, jump, or shuffle to their next station. This activity showed students that being physical can be
fun. 2a. An area that I would change would be the differentiation section. I would suggest implementing a specific accommodation for a student with physical needs. For example, student “A” is in a wheelchair; the teacher will have a ball rack next to the student so that the student can still practice throwing the ball and not have to spend a majority of time retrieving their ball after every throw. (Ellis, K., Lieberman, L., & LeRoux, D. 2009)
b. An area that I would change would be the differentiation section. I would suggest implementing a specific accommodation for a gifted student. For example, the student has mastered the activity; I would
have the teacher set up an area that challenges the student to throw the ball at different distances. (Ellis, K., Lieberman, L., & LeRoux, D. 2009)
c. An area that I would change would be the differentiation section. I would suggest implementing a specific accommodation for an ADD/ADHD student. For example, have the student use bright colored foam balls to help keep their attention and allow them to move to another station on their own time rather than wait to move as a group. (Ellis, K., Lieberman, L., & LeRoux, D. 2009)
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Reference Ellis, K., Lieberman, L., & LeRoux, D. (2009). Using differentiated instruction in physical education. PALAESTRA, 24(4), 19. Retrieved from http://www.aph.org/physical-education/articles/using-
differentiated-instruction-in-physical-education/