LESSON PLAN FORM--COVER PAGE
Name: Jim Hatch Micro Teaching: #2
Date: March 26, 2009
Program Area: Games: Softball
Gymnastics:
Dance:
Other:
Grade Level: Middle or High School (Low level of complexity in task difficulty)
Theme(s): (Body-Space-Effort-Relationship) Manipulative, striking with long handled implements, Direction
Unit: Striking and Fielding Activities
Lesson Number (if part of a unit): Lesson 3, Level 1
Mitchell, S. A., Oslin, J. L., & Griffin, L. L. (2006). Teaching Sport Concepts And Skills (2nd ed., ). Champaign, IL: Human Kinetics.
Equipment: 6 Bases, 2 Home Plates, 2 Pitcher’s Mound Markers, At Least 2 Softballs, 2 Bats, 4 Cones
Lesson Focus:
The lesson focus is on situational play. There are 0-2 outs with no runners on base. Each batter is trying to safely reach first base by hitting the ball to the left side of the infield and down the third base line.
Specific Content
Body:
The body is moving left-to-right or right-to-left in a quarter pivot type motion to swing and make contact with the ball. Once the ball is hit, the batter then travels to first base while the fielders move toward the ball and attempt to throw the runner out.
Space:
This activity is better when played outdoors as it allows for more room and regulation lengths between bases. Players are able to be spread further apart to cover a larger area and the batter has a wider area to hit the ball and reach first base safely without the ball traveling back to the defenders after bouncing off a wall in a confined space. The body moves in a counter (or) clockwise turn to make contact with the ball before sprinting straight to first base.
Effort:
Effort is necessary in striking before running and in collecting the ball to throw to first base (locomotor – manipulative).
Relationships:
In this lesson, players develop relationships between their teammates, opponents, and their environment. While on defense, communication is necessary so that players know who is responsible for retrieving the ball and for the first baseman to know from where the ball is coming. The offense will learn how the defense can best be manipulated in an effort to reach the base safely (which area to hit toward that is far from their desired destination, defensive abilities). Lastly, players will learn how to relate to the environment by maximizing the playing area and creating space as the ball is hit along the 3rd base line.
Lesson Objectives:
The objectives include hitting a grounder to the left side of the infield and running to and through 1st base as quickly as possible.
MA Standards Addressed:
2.8 Use combinations of manipulative, locomotor, and non-locomotor skills to develop movement sequences and patterns, both
individually and with others.
2.9 Demonstrate developmentally appropriate basic manipulative and advanced specialized physical skills, including throwing and
catching different objects with both accuracy and force, hand and foot dribbling while preventing an opponent from challenging, and
accurate striking proficiency.
2.14 Apply advanced movement concepts and beginning game strategies to guide and improve individual and team performance.
2.15 Demonstrate strategies for inclusion of all students in physical activity settings related to strength and speed.
2.17 Demonstrate developmentally appropriate competence in many and proficiency in a few movement forms and motor skills.
2.26 Apply safe practices, rules, procedures, and sportsmanship etiquette in physical activity settings, including how to anticipate
potentially dangerous consequences and outcomes of participation in physical activity.
National Standards Addressed:
Standard 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and
performance of physical activities.
Standard 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
Standard 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Psychomotor/Fitness: Students should be able to demonstrate—
The ability to make contact with the ball by striking with a bat and be able to guide the ball to the left side of the field. Players on defense should be able to collect the ground ball and try to make the force-out play to first base. Any player positioned as the first baseman should be able to catch (or at least control) incoming throws while keeping a foot on the base. Pitchers should be able to lob the ball over the plate within the batter’s strike zone.
Cognitive: Students should know—
Students should know that a ball hit to the left side of the field will improve the chance of reaching first base safely as the throw to first base would take more time than if it were hit to the right side. A batter opening the front hip will allow for more extension on the swing and will bring the ball to the left as the bat comes across the body.
Affective: Students should—
Students should be able to demonstrate the tasks safely and with good sportsmanship- which means not swinging the bat while another player is in close proximity and should encourage one another regardless of the team. Not everyone will have the same experience and skill and therefore it is important to help each other by not creating a negative atmosphere.
Teaching Style: command practice reciprocal self-check inclusion guided discovery convergent discovery divergent discovery learner-designed
Tasks are designed to be conductive, teach appropriate behavior, and allows for monitoring the learning behavior. The tasks also deal with the psychomotor, social, and emotional areas that will result in significant cognitive change.
Observation/Assessment Plan:
As the activities are being observed, the instructor is to move from game to game, watching what the students are doing and offering advice on striking and fielding in an effort to improve performance. No student will be penalized for not being able to hit the ball, guide the ball to the left, scoop up a grounder, or make the throw in time so long as a sincere effort is made in an attempt to succeed. Students that are fooling around or carelessly making their team suffer through bad choices or behavior will be penalized on participation for the day.
Behavior Management Plan (insert here):
Students unable to behave in a safe manner or with negative attitudes will be asked to sit out of the activity for an amount of time determined by their action as the instructor sees fit. Repeated warnings and time outs will effect their conduct grade for the day. If necessary, the student will be asked to leave class and report to a higher authority.
Learning Tasks
Include: relevant organizational/management plans; extensions, refinements, and applications; observation and assessment check points.
Motor Cues:
CRITICAL FEATURES
Cognitive:
WHY? HOW?TO KNOW;TO UNDERSTAND.
Affective;
BEHAVIORS TO ENCOURAGE AND PRAISE.
(3-4 Minutes) Warm-up- jog and stretch
(4-7 Minutes) Set- Induction
(10 Minutes) Game 1
(2 Minutes) Q & A
(3- 4 Minutes) Discuss Practice Task
(7-8 Minutes) Practice Task
(15 Minutes) Game 2
(2-3 Minutes) Wrap-up
Assessments should be done throughout each step, if not through questioning, in feedback. Extensions/ Refinements possible through lesson complexity changes
2 laps around the gym followed by stretching the upper/lower body and torso
Bring students to an area with minimal distractions to explain game with the tactical problem of getting on base using the visual aid containing set-up, tactics, goals and conditions. Assign students to teams.
Students should go to the field their team has been assigned to and begin playing, alternating on offense and defense as well as field position.
Cognitive learning can not take place unless students understand why they are asked to perform the task.
Information to complete a task is necessary to achieve success.
Develops the skills the student has just seen demonstrated/practiced
The skills acquired through practice are now put into a game-like situation.
Students are taught to respect their environment as well as other students, and it becomes easier in the preparation for the next class. Students will be asked questions to determine their understanding of the activity, tactics, and goal.
Using visual aid, describe the practice task explaining how to complete the desired task from game 1 with a demonstration
Return to the same field and angle the bat/body to try to hit the ball between the cones then reach 1st base safely
Same as game one, but switch two teams to create a better social environment in playing against others.
Have students clean-up, put equipment away
Assistance in form or tactical decision
Injury Prevention and good health/fitness
Students can not be expected to be successful if they do not know what to do.
Through playing, players should understand that the best way to reach 1st base is by keeping the ball away from it.
Not cutting corners when jogging. Students stretching properly, holding the stretch and not bouncing, holding themselves on a limit that feels right to them.
Students listening to directions and not fooling around or being distracted.
Students making changes and decisions to improve performance, encouragement of others
Volunteering to answer the questions asked.
Volunteering to assist with demonstration.
Good pitching, proper batting/ball placement on the field, throwing out the runner.
Students making changes and decisions to improve performance, encouragement of others
Students going above and beyond to assist in preparations for the next class.
How students respond to the feedback or changes in game play and performance.
NOTES PAGE 1:
Cues:
Pitch
Hit toward third with a ground ball
Run to first
Throw the runner out
NOTES PAGE 2:
Set Induction- Teams
Jason
Brittani
Jonathan
Josh
Zane
Dave
Jen
Tom
Dan Janulewicz
Dan Johnson
Jared
Wayne
Brendon
Jeff
Dan Reardon
Brian
Karen
