William Paterson University

Teacher Certification Program - Daily Lesson Plan Format

Teacher’s Name Lindzi Johansmeyer Date 10/4/21 Lesson # 1 of 4

Unit Throwing and Catching Grade 5 Duration of Class 40

Central Focus of lesson Overhand Throw

Objectives: Label domain and include the behavior, condition and criteria parts of a well-written objective. Assessment: Indicate below and attach
Indicate targeted SHAPE & NJSLS standard(s) after each objective. Create new rows as needed assessment artifacts to lesson.

Domain (Formal
(P,C,A) SHAPE NJSLS Objective(s) Assessment tool(s)
Informal)
SWBAT display the overhand throw by facing their non-dominate side to
S1.E13. 2.2.5.M
P the target, making a “T” shape with their body, and stepping with their I Self-Assessment
5b SC.3
opposite foot during gameplay at least 75% of the time.
S1.E13. 2.2.5.M SWBAT identify the 3 out of the four needed cues to properly throw
C I Class Discussion
5b SC.7 overhand during closure activity.

College and Career Practices: Check the college & career ready practices you will introduce or build upon during this lesson.
☒ CRP 1 ☒ CRP 2 ☐ CRP 3 ☒ CRP 4 ☒ CRP 5 ☒ CRP 6 ☐ CRP 7 ☒ CRP 8 ☒ CRP 9 ☐ CRP 10 ☐ CRP 11 ☒ CRP 12

Planned Academic Language

Identify and describe learning task(s) where students will practice language functions and the associated language learning demands utilized to promote learning.
Language Function Identify
Vocabulary ☐ throwing
Syntax ☐ White Board
Discourse ☐ Class Discussion

Safety Precautions Equipment Needs

State overall class rules and specify relative to practice of the task(s) Specifically indicate technologies and equipment needs based on class size
Students are aware of their surroundings and using equipment Balls, hula hoops,
appropriately

Time Task Development Teaching Points Planned Supports

(min) Describe each task in detail. Include, organization (drawing or in Cues, critical questions, Include supports for whole group and/or
 writing), transitions, modifications, technology use as needed. talk phrases used to individual and/or specific learning groups
(Indicate instructional strategies in parentheses) support instruction

Introduction (includes instant/fitness activity; create new rows as needed)

Everyone’s It: Keep eyes up Decrease reentry exercises
Every student is a tagger. The object is to tag other players Bend knees and lower Have a safe zone where students can go for a
without being tagged yourself. Students who are tagged must hips to change directions limited amount of time
move outside the teaching and playing space to perform a reentry Change the number of times you must be
3-5 activity (i.e., 3 pushups, 5 squats, etc - teacher selects). If two tagged before you have to move outside the
mins players tag each other simultaneously, they are both tagged, and space
must move outside and complete the reentry activity. Progression: Allow some students to just be taggers and earn
Minimize the space in which students can play. Change the a “power up” which makes them invincible to
locomotor movements based on safety. Start with skipping, being tagged (for a limited amount of time-
sliding, or power walking, and move to jogging. designate with pinny or other visual cue)
Content Development (includes lead up / culminating games and activities, skill development; create new rows as needed)
Students will find their own space to practice throwing the ball -Feet together -Stand closer or further from the wall
against the wall. Students should practice throwing overhand with -Non-throwing side -Use bigger or smaller ball if needed
proper technique. towards the target
5-6 -form a T with both
mins arms
-Step forward with
opposite foot
Monster Ball- -Feet together -Provide a variety of different balls
Two teams. A very large “monster ball” is place in the center of -Non-throwing side -There should be enough balls provided in the
the court. The goal of the game is to throw balls at the monster towards the target game for all students to be actively practicing
10-12 ball, forcing it to move towards the other team’s side of the court. -form a T with both their overhand throw
mins If the ball goes out of bounds while on the other team’s side of arms Progression- make the “monster ball” space
the court, your team gets a point. The smaller balls can be -Step forward with bigger
retrieved by players at any time, but players cannot block shots at opposite foot
the monster ball and cannot touch the monster ball.
Tower Take Down- -Feet together -No standing in front of the tower.
Two teams. Each team will build a tower with hula hoops. When -Non-throwing side -Add additional items to be a target.
the teacher says go, each team will try to knock down the other towards the target
10-12 team’s tower using the overhand throw. -form a T with both
mins arms
-Step forward with
opposite foot
Closure (includes lesson extension, summary, homework; create new rows as needed)
1-2 Class Discussion- -Feet together -Students can be in partners
 Go over the cues needed to perform an overhand throw correctly. -Non-throwing side
towards the target
-form a T with both
mins
arms
-Step forward with
opposite foot