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Lesson Plan
Name:
Date:
School:
Supervisory Teacher:
Number of Students:
Disabilities of the Students:

Goals and Objectives for this lesson?

GOAL 1: MOTOR: Students will expand their current motor skill abilities in
basketball.

OBJECTIVE 1.1:
At least 5 students in physical education class will perform at least 2 of the 3
critera for the mature catch.

How will you evaluate this objective?

Visual observation of individual student performance of catching a basketball. I
will record performance data onto the ‘Teacher/Student Observation
Assessment’ based the attached ‘Ball Skills: Catch Assessment Rubric’.

Were the objectives achieved? ____Yes ____ No

Comments:

GOAL 2: COGNITIVE: Students will recall knowledge of catching cues.

OBJECTIVE 2.1:
At least 3 students in physical education class will recall at least 1 cue for the
mature catch.

How will you evaluate this objective?

I will ask students to identify the cues for the mature catch. I will record student
responses onto the ‘Teacher/Student Observation Assessment’.

Were the objectives achieved? ____Yes ____ No

Comments:
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GOAL 3: AFFECTIVE: Students will demonstrate personal and social responsibility by

helping in the classroom.

OBJECTIVE 3.1:
At least 5 students in physical education class will help by cleaning up the
classroom after each activity.

How will you evaluate this objective?

Visual observation of student interaction. I will record which students give peer
help and/or encouragement on the ‘Teacher/Student Observation Assessment’.

Were the objectives achieved? ____Yes ____ No

Comments:

Equipment Needed:
Supplemental rubrics and assessment tools
Music
Gator balls

WARM UP
Octopus Tag

Formation
All students, except 1, are lined up across the far end of the gymnasium. The
remaining student is stationed in the center of the gymnasium.

Describe/Perform Warm-Up Activity (5 min)

The object of the warm-up is for students to increase cardiovascular endurance by
chasing, fleeing, and dodging their peers attempt to tag them. Students lined up
across the far end of the gym are the ‘fish’ and attempt to run across the ‘ocean’
past the octopus tagger. If tagged they now become octopus taggers; the game
repeats in this fashion until all fish are tagged.

STRETCHING
Yoga

Formation
Students will find a spot around the stretch circle.

Describe/Perform Stretching Activity (5 min)

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I will lead students through a number of previously learned yoga poses in which
they will hold each pose for at least 20 seconds; downward dog, cat/cow, childs
pose, snake. To end the yoga session, I will have all students work on their strength
through the plank pose. I will have students perform the plank for one minute; if
students fall before the minute is up, they will get back up and continue this
process for the remainder of minute.

BODY OF THE LESSON

Catching a ball

What skills will you teach/review?

Motor: Mature ball catch
Cognitive: Cues for the mature ball catch
Affective: TPSR Level 4 – Peer mentoring and encouraging peers

What are the teaching cues of the motor skills?

“Eyes on the ball”
“Hands to chest” Hands positioned in front of the body with bent elbows *based on
previous lesson, may try the cue “Ready hands” instead.
“Reach” Reach arms out towards the ball as it arrives
“Catch” Catch the ball with hands only

Describe/Play Skill Building Activities #1 (10 min)

The object of this activity is to allow students the opportunity to practice their self
catching skills. Students will explore throwing the ball up in the air low (toss) and
then catch the ball. Students will be challenged to throw the ball higher in air (with
force) and catch the ball.

Formation
Students will find a space in the gym that isn’t too close to other students. This
formation will allow me to quickly assess each students PLOP, cognitive learning,
and record on the the ‘Teacher/Student Observation Assessment’.

Describe/Play Skill Building Activities #2 (10 min)

I will read the story of Mr. Toss; this story has a magic word that when said, the
students with a ball must ‘toss’ the ball to a student with out a ball where that
student will catch the ball using the proper catch criteria.

Formation
Students will put away half of the gator balls and find a spot on the circle.

CLOSING

Formation
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Students will find a spot within the listening circle.

Closing Activities (3 min)

I will do the following:
 I will ask students what are the 3 criteria for the mature catch?
 I will ask 3 students to demonstrate the criteria for the mature catch.
 As students line up, I will ask them if they have encouraged their peers
during class.
 I will ask all students to give at least one of their peers a high five for
practicing their catching skills.
 I will record both the cognitive and affective objectives on the
‘Teacher/Student Observation Assessment’.

REFLECTION OF LESSON

Strengths of the lesson:

What worked well?

What did you learn from the lesson?

What you would do differently next time?

What did you learn about yourself through this lesson?

What percent of the time were students active?

Comments:
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Supplemental Lesson Tools

Ball Skill: Catch Assessment Rubric

Criteria Level 0 Level 1 Level 2
For Beginner Developing Master
Scoring (No or Incorrect (Partial (Proficient
Ball Skill: Catch Demonstration) Demonstration) Demonstration)
1. Hands are Hands postitioned at Hands are Hands are
positioned in front the side. positioned in front positioned in front
of the body with of the body with of the body with the
the elbows flexed. elbows extended. elbows flexed.
2. Arms extend NA No reach. Arms are Reach. Arms extend
reaching for the ball already extended or reaching for the ball
as it arrives. minimally extend as as it arrives.
ball arrives.
3. Ball is caught by No or attempted Partial catch. Ball is Catch. Ball is caught
hands only. catch. Ball falls caught with hands by hands only.
before ball is caught. with help of other
body parts.

TPSR Rubric & Observation Assessment

Level Behavior Description
0 Irresponsibility Not under control; makes excuses, blames others, or denies
responsibility.
1 Respecting Not participating in activity however are under control and not
others interfering with peers right to learn and teachers right to teach.
2 Participation Willing to participate and accept challenges under teachers
supervision.
3 Independent Able to work without teachers direct supervision.
4 Helping Mentors peers, offers support and encouragement.
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Teacher/Student Observation Assessment

MOVEMENT CONCEPTS, SKILL KNOWLEDGE, AND TPSR ASSESSMENT
DATE: MOTOR GOAL: 2/3 MATURE CATCH COGNITIVE GOAL AFFECTIVE GOAL NOTES
1. Hands are 2. Arms extend 3. Ball is caught Record which Record which Student performance notes and level of assistance
____________ positioned in reaching for the by hands only. students recall at students help to observed.
SCHOOL: front of the ball as it arrives. least 1 of 3 catch clean up equipment. 0 = Independent
body with the cues. Record other TPSR 1 = Verbal Cues
____________ elbows flexed. 1. Hands to chest levels observed. 2 = Partial Physical
CLASS: 2. Reach 0 = Irresponsibility 3 = Full Physical
3. Catch 1 = Respect
____________ 2 = Participation
3 = Independent
4 = Helper
STUDENT
0 1 2 0 1 2 0 1 2
0 1 2 0 1 2 0 1 2
0 1 2 0 1 2 0 1 2
0 1 2 0 1 2 0 1 2
0 1 2 0 1 2 0 1 2
0 1 2 0 1 2 0 1 2
0 1 2 0 1 2 0 1 2
0 1 2 0 1 2 0 1 2
Level 0 = Beginner Level 1 = Developing Level 2 = Proficient DNA = Did Not Assess