Teacher Candidate(s): Kyle Cajigas School: SUNY Cortland Date: 2/25/2020

Unit/Activity: Super hero target practice Grade: 8th

Central Focus (entire lesson segment): Assessment of overhand throwing, static balance, running jumping and decision
Lesson Plani making skills # in class:
1 of 5 NYS/National Lesson Focus: Being able to hit 6 0f the 12 targets while running, balancing on one foot and jumping over obstacles
Standards
throughout the course.
National Outcomes: The physically literate individual demonstrates competency in a variety of motor skills and movement
patterns.
Objectives
Assessment Tool Length of class: mins
Situation / Task / Criteria
Teaching Styles:
By the end of the lesson, the students will be able to perform an accurate throw and hit
Psychomotor [Command]
1A/1 least 6 out of 12 targets while successfully performing 3 of the 4 fundamental motor Teacher observation [Practice]
Domain
skills. [Reciprocal]
Self-Check
Inclusion
Affective During the duration of the lesson, students will demonstrate responsibility and follow Discovery
2A/4 Teacher observation
Domain the safety protocol with the other mentees. Problem Solving
Cooperative
Stations
During the lesson, the child will be able to understand and perform the given voice cue
1A/2 for the three fundamental motor skills being addressed in the lesson.
Jig-Saw
Cognitive
Teacher observation
Domain List of
Academic Use of performance indicators for the 4 fundamental skills being tested.
Language Used
The cognitive domain will be assessed throughout the course via decision making on Equipment: 12 printed images
Fitness Objective whether or not the target is a villain or hero and needs to be hit with the ball. (Mentor will take care of), 10 poly
Health/Skill 1B/3 Teacher observation spots, 1-3 gator skin balls, 2 long
PM/Cogn Skill related fitness aspects such as agility, balance and reaction time will be heavily ropes, 5 cut noodles, 3 hoola hoops
involved throughout the lesson.
Make sure there’s sufficient space between each student so no one runs unto each References(e.g. Book, course packet, pg #, complete web address URL):
2A/4 other and to make sure Javier doesn’t hit anyone with the ball. Make sure shoes National standard 1: Demonstrates competency in a variety of
Safety Statement are securely tied and the student is wearing proper attire. motor skills and movement patterns.
https://www.youtube.com/watch?v=-fPGb1elphc (overhand
throwing link)
NYS Learning Standard 1 – Personal Health and Fitness: Students will have the necessary knowledge and skills to establish and maintain physical fitness,
participate in physical activity, and maintain personal health.
1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities. National Standards – The physically literate individual:
1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition 1. Demonstrates competency in a variety of motor skills and movement patterns.
NYS Learning Standard 2– A Safe and Healthy Environment: Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy 2. Applies knowledge of concepts, principles, strategies and tactics related to movement
environment. and performance.
2A. Students will demonstrate responsible personal and social behavior while engaged in physical activity. They will understand that physical activity provides the 3. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing
opportunity for enjoyment, challenge, self-expression, and communication. level of physical activity and fitness.
2B. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants. 4. Exhibits responsible personal and social behavior that respects self and others.
NYS Learning Standard 3– Resource Management: Students will understand and be able to manage their personal and community resources. 5. Recognizes the value of physical activity for health, enjoyment, challenge, self-
3A. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. expression, and/or social interaction.
3B. Students will be informed consumers and be able to evaluate facilities and programs.
3C. Students will also be aware of career options in the field of physical fitness and sports
 Adaptations,
Lesson Time Organization Assessments, Reminders
Description
Components (mins) CFU, Academic Language,
Alignment to objectives
S Student will be engaging in a 2 minute jog followed by a full body stretch, led by their teacher. The stretch will go from the top down Easier: Hold the stretch for 5
Instant Activity 5 mins and the stretch will be held for minimum of 10 seconds. Stretches included will be forearm and wrist extensions and flexions, over- seconds
T head shoulder stretches, arm circles, partner shoulder stretches, quad stretch, hamstring stretch, toe touches, hip flexor stretches. Harder: Hold it for 15 seconds
1
Transition Sit down with the student for further explanation
minute
I: Hey Javier! How was your weekend? For today’s lesson we will be playing as super heroes trying to take out the villains!
Introduction, SfA: When I yell “Halt” you will stop what you’re doing and balance on your right leg and listen for further instruction.
Signal for S Hook: So for today’s class, we will be going through the trail of doom! We will be moving throughout the trail and all of the worst Check for understanding: “What do
3-5
Attention, super villains will be there and we need to take them out! We have to use the balls to hit the villains to stop them from destroying the you do when you hear me yell
mins
Hook, T gym! halt?”
Expectations Expectations: I expect you to be aware of your peers and mentors and not hit them with the gator skin ball and hit at least 6 out of the
12 villains. I also expect you to be able to balance on one leg for at least 5 seconds.
Transition 1-2 mins, explain the next activity

We have to warm up to make sure we can hit as many villains as possible! Play catch with the gator skin ball and after 5 throws we Use of academic language to make
2-5 T
Fitness Activity will run from one side of the gym to the other. When we get to the destination we will hold our balance on one leg for 5 seconds, sure the mentee’s form is correct
mins S
jump 5 times and proceed with playing catch, changing the distance each throw. Repeat for 2-5 mins. for optimal performance.

Transition 1-2 mins, explain the next activity

Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet.
Learning Tasks Cues (Refinements) – Variations / Modification –
Adaptations,
a) For each learning task, please describe demonstrations and/or Simple words to Add variations to the learning tasks to make it
Assessments, Reminders
questions that will facilitate student learning and engagement. improve performance easier and harder according to needs and abilities
CFU, Academic Language,
b) Describe the learning task. E.g. Hit the ball over the net to your and understanding. of the students (lower and higher skilled students).
Alignment to objectives
partner 10 times. E.g. Eyes at target
a. Student will plat the magical string game. The teacher “attaches” a magical string to any part of their body and the student
Task #1
has to move according to where the string is attached.
b. The teacher can attach the string to their 1. Pump arms
stomach and say “the string is being pulled fast!” 2.Bend then explode
Easier – We can move in a straight line. This will acclimate Javier to the
S and the student is going to run. The string will 3.Airplane arms
5-10 idea of different pathways for when
then be attached to the top of the student’s knee,
Body of Lesson mins Harder – We can change the pathway using the we get to the final activity which is
T forcing them to hop on one leg. I can also instruct
(Lesson Focus) ropes. the super hero target practice.
Javier to balance instead of hopping. We can use
the ropes to produce different pathways too.
1-2 mins, explain the next activity
Transition
a. The mentee will now try to throw the ball at varying distances to hit different sized targets for 3 rounds.
Task #2
b. The mentee will begin with trying to hit each 1. Eyes on target
Use of academic language and
S target with a maximum of 5 throws. There will be 2. “T” Easier – Make the distance to each target shorter.
5-10 demonstrations for overhand
5 targets, each in different spots that Javier will try 3. Side to target
mins throwing will be used tom correct
T to hit. Each target will be moved after 1 round to Harder - Increase the distance.
throwing for if needed.
make each round different.
1-2 mins, explain the next activity
Transition
 Task #3 a. We will now try to save the gym and take out the villains!!!

1. Eyes on target
b. Javier will now be running through the trail and 2. Still
stop on a poly spot to throw the ball at one of the 3.Pump arms
villains. At any time during our run I can yell 4.Bend then explode
“halt” and Javier would need to balance on one leg
and try to stay up because the villains heard us
S coming and we need to be quiet and stealthy. Easier – leave the obstacles out
5-15
There will be 12 printed out images of villains and Teacher observation
mins
T a few heroes and once Javier gets to a poly spot he Harder - Increase the throwing distance
will need to make a quick decision on which target
to hit because there will be a super hero mixed in
with a villain/s taped to the wall. After we get
through the trail successfully one time, obstacles
like hoola hoops and cut out noodles to jump or
maneuver around will be introduced.
1-2 mins, begin cleaning up the equipment
Transition
Closing: Javier and I will begin to clean up the equipment and discuss better “strategies” we could’ve used to complete our mission
Lesson Closure, (get insight on what he liked, disliked and what could be changed). We will then sit down together for the closing. “Amazing job
3-6 S
Hook to Next today, partner”! Check for understanding through questioning regarding the 4 fundamental motor skills (running, static balance,
mins T
Lesson throwing, jumping). We will then document our mission in Javier’s book and draw out what we did and begin to make our own
comic book. Dangle the carrot, next time we meet, we will be video game characters!
Pre-planning: Previous instruction in this activity (earlier grade levels)

Evaluation of Post-planning: “Assessment Informs Teaching:” future needs based on assessment results
Lesson
Teacher Reflection Notes:

(Include any assessment, task cards, exit slips you used): Describe and number
Instructional
Supports
 Lesson Plan Instructions
Section 1: Contextual Information

Lesson Plan
Directions Course/s
Component
Lesson plan # Indicate the # in the lesson sequence or unit EDU 255
Teacher Candidate/s Write name of teacher(s) EDU 255
School SUNY Cortland or the school where lesson is taught EDU 255
Unit/Activity List the unit or activity EDU 255
Central Focus: A statement that captures or summarizes the overarching learning outcomes associated
with content standards and learning objectives. It may not be as broad or comprehensive as a central
Central Focus focus used in a longer unit of instruction, but it should represent a focus beyond facts and skills. For EDU 255
example, the central focus for a physical education learning segment might be executing basic
basketball skills in a small-sided game.
More specific than the central focus as in what is being taught today and what are the national outcomes
that are being addressed?
Lesson Focus & EDU 255
List the national outcomes (words and #) and in section 2 of the lesson, be sure to indicate where you will
National Outcomes EDU 355
meet these outcomes
e.g. S1.E13.1: Throws underhand, demonstrating two of the five critical elements of a mature pattern.
Date Date or anticipated date the lesson is expected to be taught. EDU 255
Grade Indicate the grade level of the lesson. This may be a range for secondary. For example, Grades: 7 th-8th. EDU 255
# in Class Number of students in the class or give a range (15-20 students). EDU 255
Length of class Total duration of the lesson. EDU 255
NYS/National Indicate the NYS and the National Standards which align with the lesson.
EDU 255
Standards
PED 201 writes objectives as proposed goals. Include a situation, task, and criterion in each objective in
this format:
PED 201
Objectives i.e.- SITUATION- TASK (in bold); CRITERIA (underlined). The criteria must be measurable, observable
PED 434
and specific.
Affective and Fitness objectives should be THEMED based
Identify a formal or informal assessment tool for each objective. The tool must match the corresponding
objective criteria. Formal assessment tool examples include: written quiz, rubric, rating scale, checklist, PED 434
Assessment tool
self-report, journal, etc. Examples of informal procedures include teacher observation and CFUs. Indicate EDU 255
the assessment tool in the right hand column on pg. 2-3.
Teaching Styles Bold the styles used in the lesson EDU
255/355
Academic Language A list which includes the “Language of the activity/discipline”. – could include vocabulary, symbols,
concepts, cues such as: “drop shot”, a referee’s ‘T’ for time-out, F.I.T.T., “step w/ opposition”. The EDU 255
students are expected to use these terms within the lesson. EDU 355 uses academic language at a higher EDU 355
level and goes beyond vocabulary. AL is indicated in the right column on pg. 2-3.
Common Core Identify the CC standard the lesson will support. Copy from the CC website. Physical Education supports EDU 355
Standards Literacy/Language Arts in the CC. Go to: http://www.corestandards.org/ELA-Literacy/CCRA/L/  
Click on reading, writing, speaking standards and the grade on the right and find the corresponding
standard - copy # and text 
**Connect the CC standard with your academic language task**
e.g. Grade 3 comprehension: CCSS.ELA-LITERACY.SL.3.1.D: Explain their own ideas and understanding in
light of the discussion.
Equipment List all the equipment and number used in the lesson. PED 201
EDU 255
Safety Statement Brief statement or statement in form of a quote/script. Also indicate in the right column on pg. 2-3 PED 201
EDU 255
References Full internet URL; APA format on books w/ page #, references are proof of standard practice such as:
 Malmberg, E. (2003). Kidnastics: a teacher-centered approach to teaching gymnastics.
Champaign, IL: Human Kinetics. (pp.33-35) EDU 255
 Internet site- use the FULL url!!! Like this:
http://www.exrx.net/Articulations/Shoulder.html#anchor102874

Section 2: Lesson Activities

Lesson Plan
Directions Course/s
Component
Column: time Provide a range of estimated time for each task presented EDU 255
Column: organization A “map” of S and T placement, if space is limited, attach supplement EDU 255
Column: adaptations, Explain the protocol (management of students, equipment, time and space) used in each assessment. EDU 255
assessments, Describe CFU procedures; write out specific questions.
reminders, CFUs Show the alignment between task, objective and assessment. PED 434
Academic Language If you have a specific focus student or student that needs individual adaptations, you can write it in here PED 356
Alignment as well.
Plan and describe a task that students will participate in upon arriving to the learning environment. May EDU 255
Instant Activity
be used as a 5 minute fitness or warm-up activity
Explain how the students will move from one space to another. Example: When I say “go”, when the EDU 255
Transition music stops, when you hear the signal for attention…Place the equipment in the hula-hoop/ basket and
meet in the circle.
Transcribe an introduction to the day’s lesson. Make sure to provide a set induction, outline, and EDU 255
introduce academic language.
Hook
Introduction
Signal for Attention
Overview/Expectations
Address any objectives/assessments you will expect your students to accomplish – be explicit!
Every lesson should come with an activity where fitness is EXPLICITLY taught. Explain the fitness activity EDU 255
Fitness Activity here and be sure it is aligned to your fitness objective. PED 382
Include the full (words and #) National Outcome! EDU 355
Body of Lesson
Describe the task with enough detail so someone else could teach it.
 Tasks In the first row of the task (a), explain how you will get the students engaged in the activity (through EDU 255
questions, or demonstration?). In the second row (b) you will describe the task in detail.
 List cues used for the task. PED 434
 Cues
EDU 255

 Variations Add modifications to make the tasks easier and harder according to the skill level of the students. (use PED 434
GLSP)…(examples: change the time, distance, challenges, 3 of people, etc.). EDU 255

Lesson closure Review lesson; check for understanding, hook to the next lesson. EDU 255
Evaluation of lesson
 Pre-planning Name of school, date and grade (PED 201).
PED 201
Knowledge of students, community, personal assets/characteristics. What do the students know and what
EDU 255
can they do before the lesson. Include info about pre-assessment. Include a summary of previous
PED 434
instruction in the activity or related activities. Describe the present level of performance if known.
 Post-planning Analysis of student performance. What did the students learn in this lesson? Explain what your EDU 255
observations were or what your assessments tell you. PED 434
 Teacher From the data and post planning, what can you do as the teacher moving forward to the next lesson?
reflection notes Teacher reflection includes what worked, what didn’t, why, and what to change. EDU 255
PED 434
Instructional supports Attach copies of the assessment tools, recording forms, cue cards, station cards, etc. Be sure to list and PED 434
number. Remember to include language cards you will use within your lesson. EDU 355
i
Lesson plan updated November 18, 2014 – Dr. Baert