ODU-DCOEPS Core Instructional Lesson/Unit Plan

By Old Dominion University College of Education and Professional Studies

Teacher Candidate:  Nicolette Hourihan Date Taught:  February 11, 2022

Cooperating   School / District:  HPE 222

Teacher:

Grade:  3rd Field Supervisor:

Unit / Subject:  Locomotor Skills

Lesson Title / Focus:  Galloping

PLANNING AND PREPARATION

Content Knowledge  
Students will build upon their previous knowledge of galloping. In this lesson specifically, the
locomotor skill of galloping is the main topic. Students will understand the skill cues and
importance of developing this skill for other daily activities. Students will have the opportunity
to demonstrate their knowledge of this skill with interactive activities individually and with
fellow classmates. This lesson was developed, based and aligned to the standards of the VA
SOLS and SHAPE AMERICA standards. All content and activities are consistent with the
expectation of 3rd grade students.

Learner Differences
Students that have not had the opportunity to learn about galloping will be able to work
alongside their peers in activities and pair up with students who have had the opportunity. During
activities affective and social skills will be necessary for collaborating with other students and all
learners will have the opportunity to build upon their skills. This will help students progress on
all levels.

Outcomes/Goals
SWBAT demonstrate a proper gallop with proper form/technique 90% of the time
SWBAT explain the skill cues of a gallop 90% of the time
SWBAT provide input into understanding the difference between a run, gallop and leap through
discussion 90% of the time

Standards
VA SOLS

3.1 The student will demonstrate mature form (all critical elements) for a variety of skills and apply
skills in increasingly complex movement activities.
3.4 The student will demonstrate an understanding of the purposes for rules, procedures, and respectful
behaviors, while in various physical activity settings.
a) Explain the importance of rules for activities.
b) Provide input into establishing and demonstrate implementation of rules and guidelines for
appropriate behavior in physical activity settings.
c) Describe the importance of cooperating and work cooperatively with peers to achieve a goal.
d) Implement teacher feedback to improve performance.
e) Provide appropriate feedback to a classmate.

Resources and Materials

Poly spots, pool noodles, speaker, music, open space

Technology
A phone and Bluetooth speaker will be used to play music during activities. The benefit of using
technology is the engagement of students and playing music that they can enjoy.

INSTRUCTIONAL DELIVERY

Learning Environment
The instructional time will consist of about 25 minutes. Students will have the opportunity to
work with others in a positive learning environment that promotes progression through all levels
of galloping. The activities will allow for a light and fun competition and positive interactions
amongst students from different backgrounds, learning styles and skill sets. No bullying will be
tolerated, positive encouragement only.

Introduction/Activating Strategies
Instant Activity: Musical Poly Spots (3 minutes)

Poly spots will be placed in the middle of the gym. There will be one less poly spot placed on the
floor to start. When the music starts I will give them a locomotor skill to do such as “skip,” the
students will continue to do that locomotor skill until I switch the skill or the music stops. When
the music stops, the students will try to get on a poly spot, the student who does not get on a poly
spot will go to the outside of the court and still participate with the locomotor skill. After every
round one poly spot will be taken away to make it one less spot, when we get down to 2 people,
there will be one poly spot left, whoever gets on it when the music stops will win. (Multiple
rounds may be played)

Introduction: (2 minutes)
Bring everyone together and ask the students if they have any experience with galloping and
where they may see galloping in real life. I will go over the skill cues of galloping and go over
the difference between a run, gallop and leap. After this I will introduce the learning targets for
today’s class, “After today’s class I will be able to demonstrate a proper gallop with proper form
90% of the time, I will be able to explain the skill cues of a gallop 90% of the time, and I will be
able to provide input into understanding the difference between a run, gallop and leap through
discussion 90% of the time.” After this I will transition the students into the first main activity.

Transition to main activity 1: 1 minute

Instructional Strategies

Activity 1: Gallop Progression (8 minutes)

Students will line up on the baseline and I will teach them the basic skill cues of galloping. They
will first step forward and bring their other foot to the heel of the lead foot. They will step again
and bring the toe to heel again. They will do this the whole length of the court and back. Once
the students are back at the start line we will progress into a faster pace but still keeping the same
skill cues, step, toe to heel, step, toe to heel and reminding the students this is all done with the
same lead foot. When the students do this one down and back, we will switch to the leg they are
least comfortable with, so most likely their non-dominant leg. The students will go down to the
other side of the court doing this and then come back to the starting line doing that as well.
Along the way if some students are struggling with galloping I will go over the cues with them
again in a way to have them repeat it to themselves in a way to help them remember. Once it
seems like all students are getting the hang of galloping, the students will line up on the baseline
and gallop as fast as they can to the other side. If time allows we will do gallop relays.

Transition: 1 minute

Activity 2: Rodeo Roundup (8 minutes)

Students (aka the horse) are spread out across the gym (aka the prairie). A cowboy and a cowgirl
will be selected, they will be given a pool noodle (aka their lasso). When I say “go” the students,
and the taggers will begin to gallop around the gym. (Their only mode of transportation is
galloping) The students are trying to avoid the cowboys/cowgirl because if they get tagged they
must return to the ranch, which will be in the middle of the gym where they must stay the
duration of the round. The goal of the game is for the students to not get tagged and for the
cowboy/cowgirl to have all their herd in the middle of the gym. This will be played multiple
rounds, switching up the cowboy/cowgirl every time and maybe adding a few as we go along.

Closure (2 minutes)
Gather students in a half-circle and go over what looked good during the activities, the skill cues
of galloping and have someone demonstrate the difference between a gallop, leap and run. I will
inform them of what we will be working on next class and dismiss them to their teachers.

Differentiation
Modifications will be made as necessary based on the individual student needs. If a student for
instance is in a wheelchair, they will be able to play the activity in their wheelchair and we can
attach the pool noodle in a way that it is connected to the wheelchair rather than on the student. If
a student doesn’t speak English visuals of what is expected would be provided.
Assessment:
On the last day of the locomotor lesson, a quiz will be given covering all topics with an emphasis
on galloping. It will be multiple choice and true or false. Students will have the last 15 minutes
of class to take it and when completed will turn it in.

PROFESSIONAL LEARNING

Reflection
Did the activities promote the learning of galloping?
Were the activities grade level and age appropriate?
Did the students seem engaged throughout the lesson?