Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Catherine Leber

Grade Level: 3rd grade
Subject: Physical Education-Throwing
Date: 10/25/17
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
S1.E13.3 Throws underhand to a partner or target with reasonable accuracy.
S4.E4.3b Praises others for their success in movement performance

Rationale (cite theories or theorists)

List the learning objective(s) to be addressed in this lesson (specific, measurable, timebound). Use the
following format: “Students will be able to…”
Students will be able to throw a ball underhand with their dominant hand to partner a distance of 15 feet
maintaining an accuracy of 80% (4 out of 5 times) at the elementary level as determined by the teacher to
be determined by the teacher and be recorded with a rubric.

Students will be able to work with a partner with appropriate social skills for a 3rd grader (an elementary level), to be
determined by the teacher, as well as encourage their partner(s) 75% of the time to be determined by the teacher
by observation and recorded with a rubric.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

In a variety of activities, being able to throw an object underhand can be important. This objective is also a
great way for students to develop not only their gross motor skills with stepping and throwing, but it is
also helping students develop their fine motor skills of grasping the object to be thrown. Working well
with others as well as learning to give each other compliments are essential social skills that all students
must learn.

List the materials/resources you will need to teach the lesson.

The materials that I will need to teach this lesson will be 20 soft foam dodgeballs and 20 regular sized bean
bags.

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
The technology that will be included in this lesson will include a speaker and a cell phone to have music playing
during the activity to signal when to go and when to stop. Another piece of technology that will be used include a
microphone with speakers/hearing aids for the students in my class that are hearing impaired/deaf.

Accommodations
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
For students with cognitive disabilities, we will focus more on the individual steps rather than the whole process as a
way to encourage their gross motor skills of movement without necessarily getting the skills completely. I also
included throwing bean bags for students that cannot quite grasp the dodgeball with one hand.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

Students will play a game of ball tag to warm up, and that will be used as a pre-assessment. The students will have 3
people using soft dodgeballs if they are it. The trick to this game is that they have to throw underhand to get people
it instead of throwing overhand. I will have a checklist of the steps that are necessary to throw underhand as a way
to check to see if the students are doing it correctly.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
The results of the pre-assessment will help me by showing me how much instruction I need to give to the
students. It will also be a good way for me to show progress for the students during the post-assessment.
Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental
needs in order to keep students on task and actively engaged throughout the lesson.

A simple motivational strategy for 3rd graders, or most elementary students, is that they are competitive when it
comes to the games. Another classroom management skill is that I am using soft dodgeballs so that way if someone
were to get hit somehow, it won’t hurt and turn into a disaster of someone getting hurt. And I’m going to keep the
lesson moving quite quickly as a way to prevent inappropriate behavior.

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
I will assign the partners for how they will throw to their partners. They will stand on either side of the
half court line on both ten-foot lines. The only one who has the ball at this point is myself. I will
demonstrate how to throw the ball underhand first and saying the steps as I go: look at your target, step
forward with your foot opposite of your throwing arm, swing your throwing arm and follow through as you
release your dodgeball, and after you release your ball, your hand should be pointing at your target. After
that I would have the students hold up the arm/hand they are going to be throwing with and then have
them understand that they will step forward with their other foot (for example, if they throw with their
right hand, they will step first with their left foot). Another thing I will teach them is about how we should
encourage our partner when they do a good job by letting them know, or if they are doing something that
you see isn’t quite right, that we could give them a nice helpful tip.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
After that, I will tell the partners on one line will grab a small soft ball to practice their throwing skills. The
children will pass the ball back-and-forth while I walk around to assess their throwing skills and giving
helpful tips such as “make sure you are stepping with the opposite foot as your throwing arm.” Some
various skill cues that I will use include: opposite foot, point to target, and remember to compliment and
encourage our partners. I will play music for the students, so they know when to start throwing, and when
it is time to go to the next part of the lesson, I will pause the music. The next game we will play is a hot
potato game where the students will throw the ball underhand to each other while the music plays, but
when the music stops, the student with the ball in their hand will do 5 sit-ups (for every time the music
stops, the activity will change for the person with the ball). Again, I will assess this to make sure students
are following the rules of the game and throwing underhand still. The biggest thing that I want the
students to do during this activity is to encourage our partners when they have a good throw as well as if
they have to do an activity such as push-ups that we are encouraging them that they are doing a good job.

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
The last thing the students will do is play a game of tic-tac-toe using bean bags and underhand throwing.
Before the class starts, I will have used tape to create 9-10 grids on the gym floor for the students to use. I
will put the students into different pairs (so there is more collaboration with other students). The students
will be using their underhand throwing skills as well as having to aim a little bit more to get on the squares
they want to win the game. The winner gets to choose what activity the other students gets to partake
in—I will set a limit that it has to be less than 10 of something and the options are: sit-ups, push-ups,
jumping jacks, or mountain climbers. This will be the biggest thing that I am assessing in regards to the 3rd
standard in which they are supposed to encourage partners. If the students have a good throw, the other
partner should be able to acknowledge this and compliment their partner, and the partner who chose the
activity the partner lost did, they should encourage their partner when they do the push-ups, sit-ups, etc.
This will be the time that I go around assessing students on their progress in their underhand throwing
skills (aka the post-assessment).
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
Once time is almost up, I will gather the students together into a large group, and then we will go over the
steps again to how to throw underhand – what foot do you step with before you throw? Where should
your arm be pointed?
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

Underhand Rubric.pdf

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
 Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.