Name: Jackson Martinez

PHYSICAL EDUCATION LESSON PLAN

Date of Lesson: --------- Class Time:1330-1415

School Name and Grade: R. M. Moore Elementary: 5th Technology Use: none

Length of Lesson: 45 minutes Number of Students: 32

Equipment/Supplies: 32 flying discs Description of Facility: Large outdoor field

8 portable disc golf baskets

IA:
2 Tennis balls
2 Pennies

Central Focus: Throwing discs to stationary targets Teaching Style: Command

Cognitive Objective (s): Instructional Strategies: Demonstrations and explanations

1. The student will be able to recall the appropriate steps for a mature forehand
disc throw. Curriculum Approach: Cherokee County Curriculum Map

Psychomotor Objective (s): Prior Academic Knowledge & Skill:

1. The student will be able to demonstrate how to accurately throw a disc PE4.1.E Throws underhand and overhand using a mature form to a stationary
with a forehand throw from different distances. partner or target with reasonable accuracy.

Affective Objective (s): Safety Considerations: (Physical & Emotional) :

1. The students will demonstrate responsible behavior through Students will watch for flying discs while retrieving their discs.
adherence to the rules of the different tasks while throwing discs. Students will be cognizant of others before throwing their disc.
Students will be careful to not throw the disc too hard and injury themselves.
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National Standards Addressed: GPS Assessed:
PE5.1.D Throws underhand and overhand using a mature form utilizing a variety
1. The physically literate individual demonstrates competency in of objects with accuracy.
a variety of motor skills and movement patterns.

Lesson Plan Details: Write a detailed outline of your class session including your instructional strategies, learning tasks, key questions, key transitions, student
supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand them enough to use them.
Include what you will do as a teacher and what your students will be doing during each lesson phase. Note: the statements and scaffolding questions in red below
are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plant. Delete them before typing your
lesson outline.

INTRODUCTION TIME Objectives Assessment

ALLOCATIONS Addressed
(Instant/Motivational Activity; Warm-Up & Review; Set Induction) (in minutes)

Fitness Warmup: 10
Students will perform jumping jacks, high knees, heel kicks, lunges, standing hamstring stretch, butterfly stretch,
FitnessGram sit and reach, Curl ups, and push-ups.

Set Induction:
Introduction: “Has anybody heard of Ultimate or Ultimate Frisbee? For those that have heard of it or even
played it, you know why it’s called ultimate. It is awesome and fast paced. It is considered ultimate because it
has similarities to other sports while being very unique. It also celebrates spirit and fun! Ultimate is a sport you
can play your entire lives by being a part of a league regardless of skill level. There are even professional leagues.
The professional team in Atlanta is called Atlanta Hustle. Before we jump into Ultimate, there are a few skills we
need to practice first. Who’s ready?”

LESSON BODY TIME Objectives Assessment

ALLOCATIONS Addressed
(Specific and detailed plan to facilitate student learning and skill development) (in minutes)

Instant Activity: Throw and Catch Tag

This is a tag game with 2 or 3 taggers and 2 players with a tennis ball (may vary the size of the ball, depending on 5
the age group). When a player is tagged, they are frozen and may only be unfrozen by a player with the ball
completing a pass to them. The player receiving the pass must now pass to someone else who is frozen to
unfreeze them. A tagger may tag a student with the tennis ball, so students with the ball can pass the ball to

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someone to avoid being frozen with the ball or simply drop it on the ground and anyone can pick it up. If both
balls are frozen at the same time you pick new taggers and play again. Change taggers often.
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Setting: There will be 8 portable disc golf baskets spread out with at least two meters in between them.
There will be poly spot markers 15ft, 20ft, and 25ft directly in front of each disc golf basket. A few feet
behind each 25ft poly spot, there will be two hula-hoops except for one which will have three hoops.

Informing task: Backhand Disc Throw @ 15 Feet

Details: Students will gather into groups of four and stand beside each other at the 15ft marker facing the
portable disc golf basket. Demonstrate the proper backhand disc throw for students. Eyes on target,
throwing side to target, swing the arm back way across the body, step with the same foot as the throwing
arm, lead with the elbow first then the forearm, flick the wrist at the end to add rotation, and release the
disc flat. Have the students throw their discs using the skills demonstrated towards the disc golf basket. Tell
students to wait for all their peers to finish throwing before retrieving the discs for safety.

Cues: 1) Throwing side to target 2) Step with same foot 3) Release flat

Extending task: Forehand disc throw @ 15ft

Details: Instruct and demonstrate for the students the proper way to use the forehand throw also called a
flick. First, make a finger gun with the middle and pointer finger acting as the barrel and thumb straight up. P,C
Next, turn the finger gun so the palm is facing straight up and practice rotating the wrist so the pointer and
middle finger swing from left to right in the transverse plane. Most of the disc’s spin and momentum will
come from the flick of the wrist. Next, slide the disc into the webbing of your thumb and place the middle
finger along the rim on the inside of the disc, and place the thumb on top of the disc with the other two
fingers pinching the outside of the rim. Next, bring the disc back and rotate the wrist back as far as possible
to get the disc behind the elbow. Next, extend the elbow as the wrist whips forward. The snappier the wrist
flick the better the throw, and the wrist may recoil a little bit as a result. Let the disc fling off your middle
finger. Remember to keep the palm faced up so that the disc stays flat, and point at the target for the
follow through.

Cues: 1) Finger gun 2) Palm up 3) Flick wrist

Check for understanding: Where does most of the disc’s spin come from?

Extending task: Backhand Disc Throw @ 20ft

Details: Have the students move back to the 20ft mark and repeat the backhand disc throw. Explain to
students that they will need to use more force, so their accuracy may decrease.

Extending task: Forehand Disc Throw @ 20ft

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Details: Inform students that with increased distance a step might be necessary to increase the distance.
The same foot as the throwing arm steps out a little more than shoulder width and the arm can be swung P,C
back a little further. Once most of the weight is on the stepping foot, start throwing the disc with the elbow
leading at first, then extending. The end is just like the forehand throw before just a little more force is
needed. Snap the wrist forward and point at the target while keeping the palm faced up.

Cues: 1) Step to the side

Check for understanding: Where should your palm be facing?

Formal Assessment: Skill Rubric for forehand throw

P P
Extending task: Backhand Throw @ 25ft
Details: Have the students step back to the 25ft mark and again throw using the backhand disc throw.
Explain to students that they may need to increase the distance of their step to add more force to their
throw.

Cues: 1) Increase step

Extending task: Forehand Throw @ 25ft

Details: Have the students utilize the same steps as before with the 20ft forehand throw. Inform the
students that it is very important to keep eyes on the target and point at the target at the end of the follow P,C
through especially at this distance.

Cues: 1) Eyes glued to target

Check for understanding: Where should your fingers be for the forehand throw?

Transition: Ask the students to send one group member to grab their basket and place it behind the hula-
hoops.

Challenge task: Backhand Distance Challenge

Details: Students will be instructed to throw the disc as far as they can from behind the former 25ft marker.
They will get two practice throws and one final throw. After the first two throws the students must run
down and get their discs. After the final throw, the students will turn around, grab a hula-hoop from behind
them, and place it two big steps in front of where their disc landed. Demonstrate the sequence of steps for
a powerful, long-distance backhand disc throw. Opposite foot of throwing arm steps first. Then same foot
as the throwing arm steps forward, the opposing foot steps behind the first foot like a karaoke step, push
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off of the opposing foot with power, and as the first foot is stepping, swing the throwing arm back across
the body. Instruct the students to really focus on the extension across the body. As the weight is transferred
onto the same foot as the throwing arm, pull hard, drive the elbow in the direction the disc is intended to
be sent followed by the forearm, and release to disc flat with a flick of the wrist, and follow through.

Cues: 1) Extension 2) Four step sequence 3) Release flat

Extending task: Backhand disc throw at near max distance

Details: Have the students perform the long-distance backhand disc throws by throwing their discs towards
their respective hoop. Remind students that at long distances, releasing the disc flat is crucial.

Cues: 1) Release flat

Challenge task: Near max backhand throw for points

Details: Give the students 4 minutes to score as many points as possible by throwing their discs towards
their hoop with a backhand disc throw. Scoring is as follows: Landing the disc in the hoop = 10 pts, Disc
rolls or bounces in the hoop = 5 pts, Disc hits the hoop or flies directly over the hoop = 3 pts, Disc is arm’s
length away from the hoop = 1 pt.

TIME Objectives Assessment

CLOSURE ALLOCATIONS Addressed
(Wrap Up, Review, Transition) (in minutesd)

Ask a volunteer to demonstrate the forehand throw to a target, and as a class, analyze each step and the 5
outcome of the throw. Reiterate the importance of the wrist flick to create the spin and speed.

ASSESSMENT DESCRIPTION

Informal: Checks for understanding

Formal: Forehand skill throw rubric

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 Differentiation Based on Student Characteristics
(Specific and detailed plan to modify lesson to meet learning needs of all students)

English Language Learners: I will give the non-English-speaking student additional demonstrations as needed and emphasized visual cues throughout the lesson.

Students below Grade Level:

Students above Grade Level:

Student Exceptionalities
(Specific and detailed plan to modify lesson to meet learning needs of all students)

Physical Conditions: For a student in a wheelchair, I will demonstrate alternate throwing techniques if there is impedance from the chair. The student in the wheelchair
will also not be graded on stepping or using lower body portions of a skill. The student will be graded on shifting weight towards his throwing arm side.
Behavioral Conditions: Students who cannot behave appropriately will be given an alternative PE assignment.

Resources:
1. Graham, Holt-Hale and Parker, Children Moving: A Reflective Approach to Teaching Physical Education (10  Edition) Page 483
th

2. https://www.pecentral.org/lessonideas/ViewLesson.asp?ID=444#.X5DN65KSnIU

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 Forehand Disc Throw Rubric

Observer: Performer:

(GSE) PE5.1.D Throws underhand and overhand using a mature form utilizing a variety of objects with accuracy. 

Equipment: 50 flying discs and 12 portable disc golf baskets

Directions for Performer: During the “Throwing to Stationary Targets Day” in the Ultimate Frisbee Unit, students will demonstrate throwing the flying disc with a
forehand throw for accuracy at a disc golf basket 20 feet away (6 times) while being observed by a peer. The peer observer will circle one of the critical elements that
matches what was observed.

Peer Observer: The performer may not throw exactly the same both times. After the second throw, circle the critical element that BEST matches what you observed.

Levels of Success
Forehand Disc Throw 1 2 3
Critical Elements Needs improvement Acceptable Target
L-shaped Grip Does not use Uses Uses the L-shaped grip with palm facing up
L-shaped grip or palm L-shaped grip with the and disc flies steady and flat hits target
does not face up palm facing up, but
unsteady or wobbly disc
flies towards target
Steps out to the Does not step out to the Steps with correct foot but Steps with the correct foot slightly larger
throwing arm side side or steps with is not slightly larger than than shoulder width with majority of weight
wrong foot shoulder width or does on stepping foot
not distribute weight to
stepping foot
Brings the disc back Does not bring the disc Brings disc back behind Brings disc back behind elbow with wrist
before the throw back or pushes the disc elbow with wrist cocked cocked back fully and arm parallel the
back but arm is not ground
parallel to the ground
Follow through after Student flips wrist over Keeps palm facing Keeps palm facing upwards and points
the throw so palm is facing down upward but does not point towards target
like a throw to target or keeps palm
facing upward but the
target is missed

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Observer: Add the numbers of the boxes you circled ____________.

Grading: Needs improvement: 3-4

Acceptable: 5-7
Target: 8-9