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7. If a pin is knocked down, the line at the side yells PIN DOWN and the player whose
base that was goes to the back of the line.
8. The first person in line then enters the game and picks pin up (that is their pin now).
9.
Closer: Students will have been learning about bowling and motor skills. With pin bowling this
will fit into previous lessons and students will have learned another way to utilize the strategies
of bowling.
ASSESSMENT
Diagnostic: Students Prior knowledge will be tested pertaining to what they have been learning
about bowling over the last couple of weeks.
Formative: I will assessing students through interacting with them in the activity and watching
how well they interact together and perform with their classmates.
MATERIALS:
Ten hula hoops
Ten soft balls
Ten bowling pins
EXTENDED ACTIVITIES
If Lesson Finishes Early
If lesson finishes early we will discuss what body parts students used for this activity and how it
pertained to what they have been learning about bowling.
ASSESSMENT OF LESSON
Informal teacher assessment of the level of participation by each of the team members. Instructor
will also assess the intensity, strategy, and demonstration of skills by each team.
If Technology Fails:
Technology was used prior to this lesson. Students were instructed to watch a video on Pin Ball
at home prior to the current day.
Technology will not be used for this activity other than the equipment.
Courtney Coffman
School: Andrew Jackson Middle School
Principle: Rhonda L. Donohoe
Teacher: Lora Rawlings
Grade and/Content: 6th,7th, & 8th grade Physical Fitness
Date: 11/19/2014
Heading
My name is Courtney Coffman and I am currently observing at Andrew Jackson Middle
school in Crosslanes W.V. The principle of AJ is Mrs. Rhonda L. Donohoe. The two teachers I
observe are Mrs. Lora Rawlings and Mrs. Julie Adams. I have been observing and teaching 7th
and 8th grade physical education. The title of this lesson is Pin Down.
Planning
My students have been learning bowling techniques and I was able to implement this into
the lesson plan. I feel my rationale was along the course of what the students were currently
learning. I wanted to challenge the students to take everything they have learned about bowling
and put that into use with a new game but with the same concepts. I feel that I planned this last
lesson properly and the lesson fit in perfectly with what the students were currently learning. I
was able to use WV CSOs and national standards that fit right into my lesson plan and covered
motor skills and what the lesson was about.
Implementation
I gave students a video link to watch from home explain Pin Down before students
returned to class to participate in the activity. I feel this was the best lesson I have taught. Pin
down went over very well and students seemed to really enjoy this game and each other while
playing. Maybe, I could have broken the class into a few teams and not just two teams. This
would have allowed for an elimination round and this concept would have worked if I had a 90
minute class not 45. I feel I used my time wisely and to the advantage of the students. My
students had plenty of time to play and all the students had a change to be a goalie at least once
or twice. I had ample space in the gym for set up of the activity and deliverance. I closed out the
lesson by pulling it back to what students have learned about motor skills and the same
movements they used for pin down that they used in bowling. I feel all students were engaged
and the pace was very lively and I moved with the students and was able to engage with students
while they enjoyed the game.
Clarity of presentation
I feel I did very well speaking to students. This last lesson, I was less nervous and had
grown to know my students a bit better. I feel my volume was right on with a higher elevated
sound to ensure all students could hear me in the gym. In my last lesson reflection I talked about
my pace of talking because I have speak very quickly at times so in this lesson I slowed that
down. Everyone could hear me more clearly when I slowed down and I think they understood
what was expected of them a lot better.
Attention to individual differences
work together and apart to be successful. This helped students to connect and trust each other to
protect themselves in the game.
Assessment measures student learning
Students were tested diagnostically based from prior knowledge pertaining to what they
had been learning about bowling over the last couple of weeks along with what they had learned
from the video they watched. I asked questions about bowling and the proper movement and
footing. I let students show me what they had learned and teach me. I also assessed formatively
through interacting with students in the activity and watching how well they interacted together
and performed with their classmates. My students showed interest and showed me they really
learned what I taught them through their actions and playing the game. I feel this last lesson went
better than the two before and I happy to have learned several vital tips myself.