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Purdue Lesson Plan Form

Teacher Name: Jessica Oertel Resources: Teaching Sport Concepts and Skills
Unit: Bocce Ball Skills: knocking the opponents ball away from the jack Equipment Needed: 3 bocce ball sets
Grade: 9 # of students: 16
Lesson #: 2 Safety: Students will stand behind the thrower when they are throwing the bocce ball to the jack. Be aware of the other game.
Pre-requisite Skills: Throwing to a target Technology: Stop watch (time task and games), HRM Teaching Style: Tactical games
Global Goal: SWBAT knock away the opponents ball from the jack.
Indiana Standards: Applies the terminology associated with exercise and participation in selected individual performance activities, dance, net/wall games, target games aquatics, and/or outdoor pursuits appropriately (S2.H1.L1) Exhibits proper etiquette, respect for others and teamwork while in engaging in physical activity and/or social dance (S4.H2.L1)

Lesson Objectives: Cognitive (1), Affective (1), Psychomotor (1) Assessment for each objective must be included | Time | Lesson Focus and Transitions/ Extensions/ Applications/Assessments (introduction to closure) (include adaptations for students with special needs) | Organization (Draw set up) | Refinements/Cues | | 15 sec. | WISG you can begin your activity. When I say freeze you must put down your equipment and you have 5 seconds to hustle into me. CFU: What happens WISG? What happens when I say freeze? | Set #1TS S S SS S S S S | | Affective: SWBAT communicate and encourage teammates during the game play. Assessment: Teach will observe students attitudes and effort toward the game. | 2 min. | Game 1: Students will play bocce ball in teams of two. So there will be four teams per one game. How many people does that make for each game? So the goal of this game is to be the closest to the jack. Each team will throw once before the teams start throwing again. The team that throws the jack goes first when throwing the bocce ball. The team with the closest bocce ball to the jack when a point or two points, depending on if the two bocce balls of the same color/team are the closest. The team who wins the point gets to throw the jack next.Demonstrate rotation and game.Safety: students should always be paying attention to the second game and stand behind the person who is throwing the bocce ball. CFU: how do you earn a point? Who throws the jack? | Set up #2# = teamsO = bocce ball * = the jack 11 22 33 44oo oo oo oo * | | | 15 sec. | Transition: WISG grab a partner and I will put you in a game. Equipment will already be out | | | | 3 min. | Game: Teacher will do a perimeter walk to keep students on task. Teacher will give correct and positive feedback. | Set up #2 | | | 15 sec. | Transition: Freeze. Students should put down equipment and hustle in. make sure you raise your hand when we ask questions. | Set up #1 | | | 1 min. | Questions: Which team had the highest amount of points? How did you try to get your ball closest to the jack? When another team got closer what can you do to make sure they do not get the point? Do you think you should throw over-hand or underhand when trying to knock their ball away? | Set up #1 | | Cognitive: Student will know and understand the three skill cues of the lesson. Assessment: teacher will reflect on the skill cues with ever task presentation. | 2 min. | Set induction: Today our lesson focus is throwing the ball at a target trying to earn a point. The objective is to knock away your opponents bocce ball. How many of you have ever played bocce ball before? This is a great game to play on vacations, family get togethers, and you do not have to put forth a ton of effort. The skill cues are to step toward the target, underhand throw, and release with a little arch.Demonstrate.CFU: what are the three cues we are focusing on today? | Set up #1 | Step to targetUnderhand throwArch | Psychomotor: SWBAT hit the poly spot 3 out of five times. Assessment: Teacher will hand out the exit slip at the end of class asking how many times they hit the poly spot. | 1 min. | TP 1: I want everyone to get with their partner/teammate. We are all going practice on aiming and hitting a poly spot. Each partner will throw the bocce balls toward the spot trying to hit it. Throw five times at one distance then do five more at a further distance. After each five throws rotate.CFU: How many times? What are the skill cues? Should the second “five throws” be closer or further away. | Set up #3S
S
S
S
S
S
| Step to targetUnderhand throwArch | | 10 sec. | Transition: Go. Begin practice task. | | | | 1 min. | Management: Teacher will walk around and give positive/corrective feedback. | Set up #3 | Step to targetUnderhand throwArch | | 10 sec. | Transition: Freeze. Students should put down equipment and hustle in. | Set up #1 | | Affective: SW be confident in their ability to hit the opponent’s bocce ball away from the jack.Assessment: Exit slip at the end will ask their confidence level. | 1 min. | Game 2: Now we are going to play game one over again. We are going to try to knock away the opponent’s bocce ball from the jack. CFU: how do you score a point? What is the goal? What are the three skill cues? | Set up #2 | Step to targetUnderhand throwArch | | 15 sec. | Transition: WISG go to with your same partner and begin gameplay. | | | | 3 min. | Game: Teacher will do a perimeter walk to keep students on task. Teacher will give correct and positive feedback. | Set up #2 | Step to targetUnderhand throwArch | | 30 sec. | Transition: Freeze. Bring in all the equipment. | Set up #1 | | Cognitive: SWBAT recall the three skill cues for the lesson.Assessment: the teacher will ask at every task presentation and closing. | 2 min. | Closure: Why would you want to hit the opponents ball away from the jack? When would you want to use this tactic? What were the three skill cues we focused on today? | Set up #1 | |

Assessment:

Name: _______________________________________________

How many throws out of 5 hit the poly spots? Distance #1: ____ Distance #2: ______

How confident are you on knocking away the opponents bocce ball from the jack? 1 being the least confident and five being the most confident.
1 2 3 4 5

Appendix 3.B
Lesson Plan Rubric – Physical Education Criteria | Unacceptable | Acceptable | Target | Lesson objectives/goalsNASPE 3.2 | Lesson objectives are not included, OR are included but are not stated as learning outcomes – instead are written as student or teacher actions; does not include objectives in all three domains; objectives are not developmentally appropriate | Includes objectives in all three domains; 1-2 objectives are not written as learning outcomes; lesson tasks contribute to accomplishing most of the objectives; most objectives are developmentally appropriate | Objectives are clearly stated as learning outcomes (student behavioral objectives) and are measurable; includes psychomotor, affective and cognitive objectives; all are developmentally appropriate | NASPE/state StandardsNASPE 3.2 | No NASPE/state standards are listed | NASPE/state standards are listed; most but not all are aligned with the lesson content and objectives | All NASPE/state standards listed are aligned with the lesson content and objectives | Content & ObjectivesNASPE 3.1, 3.3 | Lesson tasks contribute to accomplishing few of the objectives | Lesson tasks contribute to accomplishing most of the objectives | Lesson tasks contribute to accomplishing all of the objectives | Developmentally appropriate contentNASPE 3.1 | Most or all of the content is developmentally inappropriate for the grade/skill level identified; | Content is mostly developmentally appropriate for the grade/skill level identified; | Content is fully developmentally appropriate for the grade/skill level identified; | Progression of tasksNASPE 3.6 | Includes only one type of task (e.g., only A task – game; or only E tasks); a developmentally inappropriate progression of tasks is identified (e.g., large gaps between E tasks, A tasks do not match E tasks) | Includes two types of tasks; progression of tasks is mostly developmentally appropriate (e.g., may have a few large gaps between E tasks, most but not all A tasks match E tasks) | Includes E, R, and A tasks; progression of tasks is developmentally appropriate (e.g., no large gaps between E tasks, all A tasks match E tasks) | Adaptations of PlansNASPE 3.5 | Includes no progression options/ possible adjustments for students with special needs | Includes 1 progression option/possible adjustment for students with special needs | Includes at least 2 progression options/possible adjustments for students with special needs | Skill cues/refinements NASPE 4.2 | Cues (refinements) for skill development are absent | Cues for skill development are present; some cues are developmentally appropriate and reference the most important aspects of the skill/task; may include more than 4 cues; may be too wordy/lengthy | Cues for skill development are present and: include the optimal # for learners (1-4); reference the most important aspects of the skill/task; are appealing, catchy, developmentally appropriate, and/or memorable | TechnologyNASPE 3.7 | Lesson plans have no evidence that technology was used to either plan or teach the lesson | Lesson plan indicates that one type of technology was used to plan/teach the lesson (e.g., used web sites to plan lesson; students use HR monitors, pedometers, computers in lesson; used computer to develop assessments/record scores) | Lesson plan indicates that at least two different types of technology were used to plan/teach the lesson (e.g., used web sites to plan lesson; students use HR monitors, pedometers, computers in lesson; used computer to develop assessments/record scores) | Student AssessmentNASPE 5.1 | No assessment of student learning is planned, OR simple teacher observation (e.g., eyeballing) is indicated | A traditional assessment is planned; teacher conducts the assessment; assessment is partially aligned with lesson objectives/tasks & is mostly developmentally appropriate | An authentic/alternative assessment is planned; students are involved in peer or self-assessment; assessment is fully aligned with lesson objectives/tasks & fully developmentally appropriate | Instructional models/strategiesNASPE 4.1 | Plans only one kind of instructional strategy in the lesson (e.g., direct instruction); Strategy is not developmentally appropriate for student grade/skill level, the content, and the objectives; | Instructional strategies planned are mostly developmentally appropriate for student grade/skill level, the content, and the objectives; 2-3 different instructional strategies are planned | Instructional strategies planned are fully appropriate for student grade/skill level, the content, and the objectives; at least four different instructional strategies are planned (e.g., questioning, student problem solving, factual recall, physical practice, scenarios, written tasks, instructional models other than direct instruction) | EquipmentNASPE 3.4 | Little to no equipment needed for the lesson is identified; no plans for how equipment is to be organized (e.g., getting & putting equipment away, while tr talks); equipment is not appropriate for the skill/grade levels or tasks | Most equipment needed for lesson is identified; plans for organizing equipment (e.g., getting & putting it away, while tr talks) are mostly identified; most equipment is appropriate for the grade/skill and tasks | All equipment needed in the lesson is identified, including #s; plans for organizing equipment (e.g., getting & putting it away, while tr talks) are fully identified; all equipment is fully appropriate for the grade/skill level and tasks | Time allocationNASPE 3.4 | Time allocated for various aspects of the lesson is not evident, or minimally present | Time allocated for various aspects of the lesson is evident and mostly appropriate, with student engagement maximized in most lesson aspects | Time allotted for every aspect of the lesson is fully appropriate and maximizes student engagement | Organization - managementNASPE 3.4 | Organization of people, space & equipment is either not specified, OR is not clear; may not be appropriate for student grade/skill level or the tasks; student engagement is low | Organization of people, space & equipment is described or diagrammed for most tasks; organization is mostly appropriate for the grade/skill level and tasks; maximizes student engagement & minimizes waiting in most but not all tasks | Organization of people, space & equipment is clearly described or diagrammed; organization is fully appropriate for the grade/skill level and tasks; maximizes student engagement & minimizes waiting | TransitionsNASPE 4.5 | No explanations for transitions are given | Most transition plans are explained; most but not all transitions are planned to maximize student activity | All transitions are described; transitions fully maximize student activity | Task StructureNASPE 3.4 | Fewer than ½ of the tasks are designed so the minimal # of students necessary for a task are used; most tasks are designed so student participation/ engagement is low and students are often waiting | At least ½ but not all tasks are designed so the minimal # of students necessary for a task are used, & so student participation is maximized and waiting is minimized | All tasks are designed so the minimal # of students necessary for a task are used (e.g., no waiting in line, enough equipment for all students or groups); all tasks maximize participation and minimize waiting | SafetyNASPE 4.5 | Some tasks or instructional strategies are not safe for students of this grade/skill level; special safety concerns for the lesson are not identified | Tasks and instructional strategies are safe for students of this grade/skill level; most special safety concerns for the lesson are identified, but no clear plans for conveying safety concerns/rules to students | All tasks and instructional strategies are safe for students of this grade/skill level; any special safety concerns for the lesson are fully identified; clear plans for conveying safety concerns/rules to student | Set inductionNASPE 1.2 | No set induction planned for, OR plans for a set induction but does not describe what will be done/said | Set induction is planned for; plan includes a description of 1-2 parts of the set induction but not all three parts | Plans for set induction are clearly described; indicates stating the focus, the student behavioral objective, and gets student interest up by conveying the importance of the skills/tasks | ClosureNASPE 1.2 | No closure is planned for, OR plans for a closure but does not describe what will be done/said | Closure is planned for & described; only includes one of the following: possible questions to ask students, & a review of cues or importance of skills/tasks | Plan for a closure is clearly described; includes possible questions to ask students, & a review of the cues or importance of the skills/tasks |

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