University of Illinois Department of Kinesiology and Community Health

Physical Education Lesson Plan Template

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Lesson # 2 of 2 Central Focus: Underhand Throwing

Teacher: Mr. Suljic Grade Level: 3rd

SHAPE America Outcomes

Psychomotor: Throws underhand to a partner or target with reasonable accuracy. (S1.E13.3)

Affective: Works cooperatively with others. (S4.E4.3a) Praises others for their success in movement performance. (S4.E4.3b)
Student Learning Objectives (based on the outcomes above)

Psychomotor: Students will be able to properly underhand throw by demonstrating proper technique (stepping forward with non-dominant
leg/follow through). This action must be done correctly 70% of the time for moderate mastery.

Affective: Students will be respectful and work well with others by praising students for their successful performance and motivating/correcting
them when they are not performing well.
Academic Language Objective (write 1 then specify the elements below): Students will be able to accurately demonstrate and explain a good
underhand throw in sequence when asked by the instructor

Vocabulary: Non-dominant, underhand, follow through, body position, palm, and fingertips
 University of Illinois Department of Kinesiology and Community Health
Physical Education Lesson Plan Template

Language Function: Students will be able to correctly guide and describe what constitutes proper underhand throw.

Syntax: In complete sentences, students will properly be able to explain and describe what action they are doing and what actions others are
performing.

Discourse: At the beginning, middle, and end of the lesson the instructor will ask students to verbally explain what a proper underhand throw is.
Advance Preparation (Describe what equipment and/or materials
you’ll need and how you’ll organize the space):
- Blue and Red tape to create a circular area on the floor
- Gator balls with different sizes and weights (15 each)
- Bean bags (15)
- Basketballs (20)
- Medicine balls (20)
- Hula-hoops (20)
Student Characteristics (Identify student characteristics that may
require lesson modification [IEP, skill level, ELL, etc.] – How will you
address these?): 1 student with anxiety – how will you modify the lesson
for him/her?
- The individual with anxiety will either be doing the activity with
me or with a student that I know they are comfortable with. This
needs to be done for the student to adequately perform the actions.
I will focus as much time on the student as possible. If the student
is not demonstrating proper form at the beginning that is fine. I
will gradually teach the student or work independently with the
student during, before, or after class. After this, I will review
techniques that the student can practice and utilize to decrease
anxiety symptoms.

Differentiat
Teaching
ion, Checking
Cues and
Tim Extensions for
Description of Activity, Methods, and Procedures Instructio Assessment
e (IEP/504, Understan
nal
Higher and ding
Supports
Lower)
 University of Illinois Department of Kinesiology and Community Health
Physical Education Lesson Plan Template

Set Induction (How will you introduce the lesson and gain students’ attention? Make connections to prior knowledge/experiences
and utilize developmentally appropriate language):

Students will arrive into the gym and will begin a walking warm up (1-2 min). Students will then be placed into squad lines. The instructor
will then begin the lesson by explaining and demonstrating what a proper underhand throw is.

Hello class, I hope you’ve had a great day so far! My name is Mr. Suljic and today we are going to engage in activities that strengthen and
improve our underhand throwing abilities. When I say go, I want everyone to line up on the red line that is in front of me (students facing
away from the sun) and take a seat. Great job! Now, can someone raise their hand and tell me what an underhand throw is? (Pick two
students to explain what constitutes a proper underhand throw). Great explanation(s)! For those of you who are still confused or could not
hear, I am now going to demonstrate what a good underhand throw is. (Only pick students to demonstrate with the instructor if there are
students who are talking or being distracting). I am going to start by getting into the Ready Position. This means my knees are bent, I am
facing the target, my feet are shoulder-width apart, my eyes are locked on the target, and the object that I am going to throw is in my
dominant-hand (the hand that you write with) with my palm facing up. Phase two, my arm is going to swing back and is going to come to a
complete stop at my waist beside me. In phase three, I will step forward with my opposite foot and bring my throwing hand toward the front
of my body. Phase four, as I am bringing the object forward to waist height, I am going to release the object. My arm is going to be straight
the entire time with a slight bend at the elbow. Phase 5, my hand continues to move forward towards the front of the body to make a follow-
through with the palm still facing upwards.

Now, raise your hand if you can show me a proper underhand throw (Pick 1 or two students to demonstrate). Now raise your hand and tell
me what makes a good underhand throw (Pick 1 or two students to explain).

NEXT

Instructor will demonstrate an underhand throw but will make a mistake (Not stepping with the dominant foot) to see if the students can see
the mistake.
 University of Illinois Department of Kinesiology and Community Health
Physical Education Lesson Plan Template

As you can see, there are circles on the gym floor created by blue or red tape. I am going to number you off by giving you a number 1 or a
number 2. Number the students off by 1’s and 2’s. 1’s will go to the blue circles 2’s will go to the red circles. When I say go, you are
going to slowly walk behind a circle. The color you are assigned is what team you are on. It is the Blue VS Red team today! If no open
colors correspond to your number, go to the opposite color! Go!

Great job, everyone is behind a circle. Please wave to whoever is across from you! The person who is waving at you is your partner. You
will see that there is only one gator ball between you and your partner. Whoever has the ball in their circle may pick it up, but do not throw
it yet. When I say go, the person with the ball will underhand throw it to their partner. We are going to practice what we just talked about
and demonstrated. Once I see that a majority of you are doing a good underhand throw most of the time (70%) we can move on to the
activities planned for you all! Go!

Instructor:

Watch for: (1) underhand throwing the ball with the dominant hand (this is the hand that you write with). (2) Stepping forward
with non-dominant or opposite foot from the throwing hand. (3) Have a follow-through, which means fingertips pointing at the person you
are trying to throw to with the palm facing the ceiling.

5-10 Task 1: Develop A Understanding Of Catching & Throwing Differentia Fingers Where Observing
min tion= pointing should our to see if
at the fingers be students
Students
There will be 2 rows of 10 circles placed 3 feet away from each other in object/pe pointed? are being
having
a parallel fashion. Students will be behind a red or blue circle created rson successful
difficulties
(Pretend 70% of the
with tape. Students will utilize a gator ball to properly underhand throw throwing to
were time.
What
the ball to the partner across from them. The students are going to try their
shooting hand do
their hardest to properly throw in order to move forward with the partners
spider we use to
will be
activities (negative reinforcement). Once the students show a controlled webs throw? Are
instructed
 University of Illinois Department of Kinesiology and Community Health
Physical Education Lesson Plan Template

level or higher (70% accuracy), move forward to the next activity. to switch from students
for either a your being
Where
lighter or fingertips challenged
should the
bigger ball. ) 70% of the
Each group will have a key card stating- palm be?
Or, time and
I am going to start by getting into Ready Position. This means my knees are students giving 70%
bent, I am facing the target, my feet are shoulder-width apart, my eyes are locked on will be Palm of the max
instructed Where effort?
the target, and the object that I am going to throw is in my dominant-hand with my facing
to switch should our
palm facing up. Phase two, my arm is going to swing back and is going to come to a the
their toes be
complete stop at my waist beside me. In phase three, I will step forward with my ceiling
objects to a pointed?
opposite foot and bring my throwing hand toward the front of my body. Phase four, (Spiderm Can 70%
as I am bringing the object forward to my waist I am going to release the object. My bean bag. If an-hand) of students
arm is going to be straight the entire time with a slight bend at the elbow. Phase 5, they are recall the 3
still having Do we step cues of
my hand continues to move forward towards the front of the body to make a follow-
difficulties forward? what
through with the palm still facing upwards. Toes
students pointed makes up a
will be at your good
instructed partner What foot underhand
to take 1 or (Toes do we use throw?
two steps pointed at to step
forward. your forward?
The change foes!) What
will be qualities
student make a
specific Dominan bad
and t hand underhand
dependent (We throw?
on what throw
they are with the
having hand we
difficulties write
with. with!)
 University of Illinois Department of Kinesiology and Community Health
Physical Education Lesson Plan Template

Extensions
=
Step
forward
with
Students
non-
who are
dominan
performing
t leg
the activity
(opposite
with little
leg
to no
forward)
difficulty
will be
instructed
to get a
smaller or
heavier ball
depending
on the
scenario. If
it is not
difficult
enough for
the pair
they will be
instructed
to take 1-2
steps back.
2 Transition into the Next Activity: Alien Invaders
min
s
 University of Illinois Department of Kinesiology and Community Health
Physical Education Lesson Plan Template

FREEZE. Students will freeze and will put back the equipment being utilized while the instructor helps. After this, students will line up at
the same line that the students were in at the start of class. Next, students will be divided by being numbered off into 6 teams. There will be
6 numbered cones and the 6 teams will line up behind the number they were given. When the instructor says go, students will go to their
numbered cones and line up. Go!
5-10 Task 2: Differentiat Fingers Where Observing
min ion= If pointing should our to see if
Student(s) at the fingers be students
Six bases will be set up by the instructor by utilizing six numbered cones. The cones are having object/pe pointed? are being
will be 2-3 feet apart from each other and will be placed on a linear baseline at the difficulties rson successful
end of the gym. The cones will be next to each other in a linear fashion. A line in the everyone (Pretend 70% of the
middle of the gym will be known as the attack line. On the opposite side of the will be were What time.
attacking line, the instructor will set up 10 cones and 10 bowling pins. The cones will instructed shooting hand do
be labeled with the number 10 and the pins will be labeled with the number 5. The to switch spider we use to
numbers mean how much the object is worth. The students will try to knock over as for a lighter webs throw? Are
many items as possible to earn points for their teams. Groups will be given one gator or bigger from students
ball and students only get one attempt to knock an object down. If a student doesn't ball. The your being
hit an object down they will go get their ball and give it to the next person in their change will fingertips Where challenged
group. If they hit an object, they will retrieve that object and bring it back to their be ) should the 70% of the
group and give the ball to the next person in line. Their teammates will also watch if student/clas palm face? time and
the individual who is throwing the gator ball is doing what is written on their key s specific. giving 70%
card correctly. Group members will give each other feedback, support, and Also, it will Palm of the max
encouragement. After every 2-3 minutes rotate groups by having them go to the cone be facing Where effort?
on their right. dependent the should our
on what ceiling toes be
they are (Spiderm pointed? Can 70%
Each group will have a key card stating- having an-hand) of students
difficulties recall the 3
with. Do we step cues of
Toes forward? what
Group 1- I am going to start by getting into Ready Position. That means my knees pointed makes up a
are bent, I am facing the target, my feet are shoulder-width apart, my eyes are locked Extensions at your good
on the target, and the object that I am going to throw is in my dominant-hand with = Students partner What foot underhand
my palm facing up. who are (Toes
 University of Illinois Department of Kinesiology and Community Health
Physical Education Lesson Plan Template

performing pointed at do we use throw?

the activity your to step
Group 2- Phase two, my arm is going to swing back and is going to come to a with little foes!) forward?
complete stop at my waist beside me. to no What
difficulty qualities
will be Dominan make a
Group 3- Phase three, I am going to step forward with my opposite foot and bring instructed t hand bad
my throwing hand towards the front of my body. to get a (We underhand
smaller or throw throw?
heavier ball with the
depending hand we
Group 4-Phase four, as I am bringing the object forward to my waist I am going to on the write
release the object. My arm is going to be straight the entire time with a slight bend at scenario. If
with!)
the elbow. the class as
a whole is
performing
Group 5-Phase 5, my hand continues to move forward towards the front of the body the activity
to make a follow-through with the palm still facing upwards. with little Step
to no forward
difficulty with
then have non-
Group 6- All 5 phases dominan
the entire
class t leg
switch to a (opposite
heavier or leg
smaller forward)
ball. The
attack line
can also be
moved
forward or
back.
2 Transition into Next Activity: Alien Invaders 2.0
 University of Illinois Department of Kinesiology and Community Health
Physical Education Lesson Plan Template

min
FREEZE! Students will freeze. After freezing, when I say go you will go back to your cone and you will put your gator ball on the ground
in front of the cone. After this, line up behind the cone and be seated for the next activity. Go! Set up basketballs and medicine balls for the
next activity. Pick 2-4 students who have been having a tough time staying on task to help set up the next activity to prevent them from
distracting other students.
5-10 Task 3: Differentiat Fingers Where Observing
min ion= pointing should our to see if
Students at the fingers be students
This activity will be the same as the one previously mentioned just with a twist. Six having object/pe pointed? are being
bases will be set up by the instructor by utilizing six numbered cones.The cones will difficulties rson successful
be 2-3 feet apart from each other and will be placed on a linear baseline at the end of will be (Pretend 70% of the
the gym. The cones will be next to each other in a linear fashion. A line in the middle instructed were What time.
of the gym will be known as the attack line. On the opposite side of the attacking to switch shooting hand do
line, the instructor will set up 10 basketballs inside 10 different hula hoops and 10 for either a spider we use to
medicine balls inside 10 separate hula hoops. The medicine balls will be labeled with lighter or webs throw? Are
the number 10 and the basketballs will be labeled with the number 5. The numbers bigger ball. from students
mean how much the object is worth. The balls will be placed on top of buckets in The change your being
order to force students to generate force from their legs and to avoid rolling their will be fingertips Where challenged
gator ball to knock down an object. The students will try to knock out as many items student ) should the 70% of the
as possible to earn points for their teams. Groups will be given one gator ball and specific palm face? time and
students only get one attempt to knock an object out of the hula-hoop. If a student and giving 70%
doesn't hit an object out of the hula-hoop they will go get their ball and give it to the dependent Palm of max
next person in their group. If they hit an object out of a hula-hoop, they will retrieve on what facing Where effort.
that object and bring it back to their group and give the ball to the next person in line. they are the should our
The activity prior to this had an emphasis on accuracy while this activity has a focus having ceiling toes be
on both accuracy and power. Their teammates will also watch if the individual who difficulties (Spiderm pointed? Can 70%
is throwing the gator ball is doing what is written on their key card correctly. Group with. an-hand) of students
members will give each other feedback, support, and encouragement. After every 2-3 recall the 3
minutes rotate groups to the cone on their right. Do we step cues of
Extensions Toes forward? what make
= Students pointed up a good
who are at your underhand
 University of Illinois Department of Kinesiology and Community Health
Physical Education Lesson Plan Template

Each group will have a key card stating- performing partner What foot throw?
the activity (Toes do we use
with little pointed at to step
to no your forward? What
Group 1- I am going to start by getting into the Ready Position. That means my difficulty foes!) qualities
knees are bent, I am facing the target, my feet are shoulder-width apart, my eyes are
will be make a
locked on the target, and the object that I am going to throw is in my dominant-hand
instructed bad
with my palm facing up.
to get a Dominan underhand
smaller or t hand throw?
heavier ball (We
Group 2- Phase two, my arm is going to swing back and is going to come to a depending throw
complete stop at my waist beside me. on the with the
scenario. hand we
write
Group 3- Phase three, I am going to step forward with my opposite foot and bring with!)
my throwing hand towards the front of my body.

Group 4-Phase four, as I am bringing the object forward to my waist I am going to Step
release the object. My arm is going to be straight the entire time with a slight bend at forward
the elbow. with
non-
dominan
Group 5-Phase 5, my hand continues to move forward towards the front of the body t leg
to make a follow-through with the palm still facing upwards. (opposite
leg
forward)

Group 6- All 5 phases

2 Transition into Next Activity: Space Gladiators

min
 University of Illinois Department of Kinesiology and Community Health
Physical Education Lesson Plan Template

FREEZE! Students will freeze. After freezing, when I say go you will go back to your cone and you will put the equipment away (with the
help of the instructor. After this, have students go to the red line (the line that was used at the start and middle of the class). Pick 2-4
students who have been having a tough time staying on task to help set up the next activity and to prevent them from distracting other
students during the transition period.

5-10 Task 4: Differentiat Fingers Where Observing

min ion= If pointing should our to see if
students are at the fingers be students
The instructor will divide the class into two equal groups. The two groups will be having a object/pe pointed? are being
assigned one of the two large rectangular bases (made with red or blue tape prior to tough time, rson successful
the class coming) on the opposite sides of the gym. The large rectangular area that move their (Pretend 70% of the
they are assigned to will be their spaceship. The middle area is outer space where 20- spaceships were What time.
30 gator balls (meteors) will be placed. Students can not walk out of their spaceship closer or shooting hand do
because if they do they will have to go on the sideline and do 20 jumping jacks to get further spider we use to
back in the spaceship. If they accidentally or intentionally step on or outside the line depending webs throw? Are
that makes up the rectangular spaceship, the student must walk to the sideline and do on the from students
20 jumping jacks to return. Both teams will select an individual to be the space- scenario. If your being
walking astronaut to collect the meteors in outer space for their team's spaceship. this is not fingertips Where challenged
Students will then underhand throw the gator balls at the other team's spaceship to helping the ) should the 70% of the
destroy it. The students will try to knock down the 8 pins that act as the spaceship's students, palm face? time and
motors. Two pins at the front and three pins on the side of the rectangle. The get rid of giving 70%
astronauts can not block their team's pins and they can not interfere with someone's some of the Palm of max
underhand throw. If an astronaut intentionally or unintentionally gets in the way of bowling facing Where effort.
an underhand throw they will have to do 30 jumping jacks! If someone throws a ball pins that the should our
without using an underhand throw they will do 30 jumping jacks! Once a spaceship act as their ceiling toes be
is destroyed the students will reset the pins and pick a new astronaut. motors. (Spiderm pointed? Can 70%
an-hand) of students
 University of Illinois Department of Kinesiology and Community Health
Physical Education Lesson Plan Template

recall the 3
cues of
Extensions Toes Do we step
what make
= pointed forward?
up a good
at your
If the underhand
partner
activity is throw?
(Toes What foot
too easy the
pointed at do we use
instructor
your to step
can add What
foes!) forward?
more qualities
motors or make a
add more bad
Dominan
astronauts underhand
t hand
throw?
(We
throw
with the
hand we
write
with!)

Step
forward
with
non-
dominan
t leg
(opposite
leg
forward)
5 Transition into Closure: Students will be seated in their squads demonstrating good listening skills.
 University of Illinois Department of Kinesiology and Community Health
Physical Education Lesson Plan Template

min
Closure (Provide a brief summary of what students learned – how is it relevant? What might open-ended questions be asked to
review? Let students know what you will be doing next time, showing connections to this lesson):

I will inform the student that they did a great job by recapping what they did well and what improvements need to be made. Next, I will go
over what a right underhand throw looks like and what attributes make a good underhand throw. Next, I will demonstrate with 2-3 students
what makes a good underhand throw. Also, I will speak about what makes a bad underhand throw. Lastly, I will purposely do a bad
underhand throw and see if the students can tell me what I am doing wrong. The instructor will ask the students Who, What, When, Where,
and Why, would they utilize an underhand throw (try to connect the underhand throw to their lives outside and inside an academic setting).
The teacher will ask the students if they have any questions or concerns. Lastly, the student will be given two exit slips. One exit slip will
have three images on them. There will only be one image displaying a correct underhand throw and the students need to circle the correct
one. The second exit slip will have students write 3-4 sentences on how to be respectful to others and what working well with others looks
like. They will give the slips to the teacher and line up at the door. Next class, students will utilize and practice their skills learned today by
learning how to underhand throw two balls at the same time with both handsds.

Assessment Instruments:
Developing: Student is stepping forward with an incorrect foot and throwing the ball wildly
Competent: Students are stepping forward with an incorrect foot but their accuracy is improved.
Meets target: Students are stepping forward with the correct foot and their accuracy with the ball is going to the marker most of the time.

References (if applicable):