DAILY LESSON PLAN

SCHOOL: ____Poly Middle School______________________ DATE: 10/10/2017 ____ TEACHER: Mr. Basurto
CALIFORNIA STATE PE STANDARDS ADDRESSED:1.10, 2.3, 5.2 ________________________________________________________
COMMON CORE STANDARDS ADDRESSED: _________________________________________________________________________________________
UNIT / THEME _Softball________________ACTIVITY__Defense Skills and Tactics______ TIME / PERIOD: Period 1 0750-0815
TEACHING STYLE ____Command ______________________________________________ GRADE: ___6_____ LESSON #____1______OF_____1___
EQUIPMENT AND FACILITIES NEEDED: (8) Bases, 16 Gloves (2) Left, 14 (Right), White board and markers, (1) stopwatch NUMBER OF STUDENTS: 16

MANAGEMENT CUE WORDS / PROMPTS

By assigning students what base they are going to, this eliminates time for 2 or more students wanting a particular position

1.10 Combine motor skills to play a lead-up or modified game.

2.3 Analyze and correct errors in movement patterns.

5.2 Evaluate individual responsibility in group efforts.

TIME CONTENT & METHOD STRATEGY POINTS TO STRESS

Lesson Learning Objectives

Note:
For each domain, do not write what the students will be doing…write
specifically what the students will be learning.

1. CA PE Standards (Psychomotor):
Psychomotor Domain Objectives

Students will learn from previous lesson, how hard or soft they need to throw to
reach their intended location.

2. CA PE Standards (Cognitive):
Cognitive Domain Objectives:
Students will learn what to do in each scenario presented to them and demonstrate
it on the field and at the end of the activity quiz.

3. CA PE Standards (Affective):
Affective Domain Objectives:
Students will have 1 question on the quiz pertaining to their own mistake and how
to handle those emotions should they arise.

Sequence of Skill Development / Practice

(In this section, you MUST DESCRIBE specifically how you will TEACH and
MANAGE your stated objectives and Arrange the class for each of the
following lesson components.

Note: Beginning with the first transition,
You cannot simply state what you will be doing during the lesson. You must EACH SECTION should have a
describe how you will be teaching and managing each of the following areas: defined management strategy.
This can be described and/or
Lesson Components illustrated.
What key words will you
use to help students learn
and understand the
content?
Time (Lesson does not necessarily have to follow this order specifically):
Estimate  Transition to Learning Area

0 min Students should be warmed up before they have reached the field. SAFETY:
White board is set up as to have If you cannot throw the
Students will then sit down according to their names on the white students face away from the sun softball to the respective
board. base, use your team
members to accomplish
Team A: Team B: the task.

1st Base Nicholas John

2nd Base Rochelle Wendy
3rd Base Elisianna Victor Remember you are a
Pitcher Juan Anamacio TEAM, help each other
Short Stop Jose Jason out, but not too quickly.
Left Fielder Aaron Sydney
Right Fileder Jasmine Luis
Runner Alejandro Nicole

Transition Quick countdown from

introduction to
Students will start next to the field, once the introduction is done, they do not activity…”you have
1 min have to walk far. 10..9..8…..1. Ready!”

 Introduction
5-7 min 
Students will receive a short lecture on what F.E.A.R. stands for (False
Evidence Appealing Real) and what to do if they make a mistake.

They will then be shown, using the diagram to the right, what to do in a single
runner play, double play, and outfield play.

The activity will go in that order. When it comes to the outfield play, it will be
done twice. Once for the left field and once for the right field. Gloves will be on each position
except for the two lefties. Theirs
After each play is completed, the softball needs to be thrown to each player on will be at home plate.
the field. Afterwards, they rotate according to the diagram presented in the
introduction. This ensures that students are moving while the other team is
being assessed.

 Transition
1 min Each student goes to their respective position
11-13  Activity
mins
Each scenario will be done once and time permitting, they will go over the one
they had the most difficulty in.

If there is an opportunity for either team to learn an important lesson, rather

than move on, I will bring both groups in, and share with the class what that
lesson is and how to apply it.

5 mins  Closure
Students will be given the quiz. Answers can then be shared, time permitting

Evaluation / Assessment Procedures

Note:
These assessment procedures must tie directly to the lesson objectives for all
three previously described learning objectives. In other words, how will you
assess the psychomotor, cognitive, and affective domain?)

You must describe an assessment tool that will be used for each domain
objective.

1. Psychomotor Assessment Method

(Include the Assessment Tool to be Used for this Domain Objective):

An assessment of each team for each of the scenarios (single play, outfield
play, and player on second) will be assessed as a whole team.

2. Cognitive Assessment Method:

(Include the Assessment Tool to be Used for this Domain Objective):

There will be a short quiz at the end of the lesson

3. Affective Assessment Method:

(Include the Assessment Tool to be Used for this Domain Objective):
There will be 1 question about how the student feels when they make a
mistake on the quiz

Modifications
 (Include a method and strategy to modify the activity to include
students with disabilities)

A student who is in a wheel chair can be the player who is “running” from
base to base.

A visually impaired student can call out the appropriate action needed for
specific scenarios.

 Include a strategy to address the learning needs of an ESL student.

Students can follow look for their name on the diagram presented earlier in
the lesson and paired up with someone who can help translate after they have
seen what their position does.

Alternate Activity
Describe what you will do in the event of inclement weather.

Note:
Do not simply say you will move your class into to the gym. Consider the
reality that you will likely be sharing the gym with 2-4 other classes. You need
to describe an alternate activity and a place where you will teach this activity.

Instead of having students out in the field several diagrams below can be
printed off and students can make up their own scenarios in groups and
present to the class what the appropriate action is.