LSU Lesson Plan Format

Name(s): Kyle Cusimano

Date: 10/14/14

Lesson Focus: Underhand Toss

Grade: 2nd

Lesson Title:

Class Length: 30
min
Class Size: 26

STANDARDS/BENCHMARK/GLEs:
Standard: Demonstrates competency in a variety of motor skills and movement patterns.
GLOs: Throws underhand using a mature pattern. (S1.E13.2)

Standard: Applies knowledge of concepts, principles, strategies and tactics related to movement and
performance.
GLOs: Varies time and force with gradual increases and decreases. (S2.E3.2)
LESSON OBJECTIVES: (TLW)
Cognitive: TLW will be spatially aware of their surroundings during the activities
Affective: TLW cooperate with students around them during the activities
Psychomotor: TLW be able to perform the underhand throw and catch with a partner 5 times in a row

Skill/Concept Taught
Underhand throw

Skill Cues/Instructional Cues Used

Tick, Step, Toss

STUDENT LEARNING TARGETS: (TSW/I will)

Cognitive: TLW will be spatially aware of their surroundings during the activities
Affective: TLW cooperate with students around them during the activities
Psychomotor: TLW be able to perform the underhand throw and catch with a partner 5 times in a row

ASSESSMENT/EVALUATION:
Cognitive: TTW make sure students are spatially aware during activities

Affective: TTW observe the students cooperating during activities

Psychomotor: TTW observe the students performing the underhand throw and catch with a partner 5 times
in a row

DEPTH OF KNOWLEDGE
Objective

Higher-Order Thinking
Skill Addressed

ACCOMODATIONS:
Students with injuries will do activities that they a capable of doing with the injury

MODIFICATIONS:
Students can use a bigger and softer ball to catch and throw
Students can work on accuracy to increase difficulty

INTEGRATION:
Students will count how many times they throw and catch in a row

EQUIPMENT/TEACHER MATERIALS:
Item:
Gator Skin Balls
Cones
pins
RESOURCES:

Amount:
1 for every 2 students
10-20
10-20

Learning Styles
Addressed

 SAFETY:
Make sure students are spatially aware of the other students throughout the class

LESSON PROCEDURES/ACTIVITIES:
Time

Activity Description
Anticipatory Set:
Ask students about underhand throwing

Skill/Teacher Cues
-What sports require
underhand throwing?

Transition
First we need to get up and get moving

-talk about spatial

awareness

Instant Activity Instruction:

Mosquito Tag
Two taggers with noodles, run around tagging people
When tagged, kids take a knee and to be saved two kids slap
hands over the kneeling kid and say OFF!

-be spatially aware

-say OFF! like the
bugspray
-have kids demonstrate

Transition
Pick 2 taggers and everyone else spread out
Instant Activity Game Play:
Play game for 3-5 minutes

-make sure kids are

spatially aware
-make sure kids are
cooperating

Transition
Taggers put noodles up and everyone come sit in front of me

Time

Activity Description
Skill Instruction:
Underhand throwing
Kids demonstrate

Skill/Teacher Cues
-Tick, Step, Toss

Transition
Toe to toe with a partner, taller partner come get a ball
Skill Practice:
Practice throwing and catching for 15 minutes

-Both good hand and

yucky hand
-Try to catch 5 in a row

Transition
Put ball on center line and sit in front of me

Time

Activity Description
Culminating Activity Instruction:
Pinball
Kids bowl balls at the pins to try to knock them over

Skill/Teacher Cues
-be spatially aware
-bowl/underhand toss
-no pin guarding

Transition
Hand sandwich with a partner, toe to toe with two more
people, split sides of gym
Culminating Activity/Skill Application:
Play for 5-8 minutes

-Observe cooperation
-make sure kids are
bowling and not throwing

Transition
Put balls back into bag, come sit in front of me

CLOSURE:
Go over skill cues, talk about sports involving underhand throwing, have kids demonstrate skill cues

REFLECTION:
1. What were the most successful components of this lesson? Why were they successful?

2. What aspects of this lesson should be changed/modified? Why should they be modified?

3. Did you meet the objectives of this lesson? Did the students achieve the SLTs? Why or why
not? How do you know?