Christopher Ngo

Tiger PRIDE

11/5/14

GRADE LEVEL:
4rd Grade
CLASS SIZE:
22 students
LESSON LENGTH:
30 minutes
UNIT:
Throwing and Catching
LESSON #:
1 of 2
LESSON FOCUS:
football
PREVIOUSLY LEARNT SKILLS:
overhand throw, underhand throw, catching
techniques
FACILITITES:
Blacktop/Grass
EQUIPMENT:
football for each pair of students
polyspots

Student Learning Outcomes (SLOs):

Psychomotor: SWBAT perform an overhand football pass with correct hand placement
and execution of the cues of the skill. SWBAT catch a football pass both high and low.
SWBAT move forward, backwards, and laterally to adjust to inaccuracies of passes.
Cognitive: SWBAT discuss the strategies they implemented as individuals to make a
pass for accuracy towards target. SWBAT explain the importance of each cue of the
skill. SWBAT determine how far and in what direction a pass is heading and know what
adjustments to make in regards to their location.
Affective: SWBAT include positive attitudes and teamwork concepts in this lesson in
order to effectively accomplish the task(s). Effective traits can include: smiling, highfives, positive dialogue, encouragement, positive feedback for strategies for safe and
correct throwing and catching of the football.
Health-related: SWBAT recognize the physiological responses to exercise and will be
engaged in MVPA for at least 50% of the lesson time.
Instant Activity: Wild Hot Potato
Time: 1 minute
Students will be in groups of 3 and each team will be given an object. Each object will have
a different task. A yarn ball will be an overhand throw and catch. A gator ball will be a
volleyball bump/set. A bean bag will be an underhand toss and catch. Students will play hot
potato with this for the duration of music playing. After each time the music stops, teams
will switch to a new item. Students cannot have the object longer than 3 seconds.

Time: 4 minutes.

Christopher Ngo

Tiger PRIDE

11/5/14

Body of Session: Catch and throw with partners : 21 minutes

Activity
Individual throwing with partners/extension tasks
#1
Time
21 minutes
Set up
X
X
X
X
X
X
X
X
X

This is the partner set-up. X=Poly spots where students will stand.
Activity/COTS
Refinement
1 min.
Demo: Students will be instructed
on the cues of the skill for
overhand football throwing and
catching. Catching will first be
introduced then throwing will
follow. Student-teacher demo.
1 min.
Explain to the students that they Key Words:
will practice with a partner on the Fingers on laces,
poly spots. They must execute the point with opposite
cues of the skill.
shoulder, show your
muscles/create an L
with your arm, step
with opposite foot,
forward
whipping
action of the arm
2 min. Students practicing
Teacher movement:
30 sec
reinforce Affective
objective
30 sec
Refinement: challenge students to Reinforcing Affective
see how many reps/consecutive objective
catch and throws they can manage
in 2 minutes
2 min.
Students practicing.
Teacher movement:
reinforce Affective
objective
2 min
Transition/Re-group:
quick Key words/cues:
discussion about the strategies for hand like a diamond,

Organization
Semi-circle

Semi-circle
around teacher

General
activity space
Students
in
General Space

Students
in
General Space
Semi-circle

Christopher Ngo

Tiger PRIDE

11/5/14

catching and throwing a football. hands out forward,

Tell students they can move eyes on the ball, close
further back if necessary.
hands on contact and
absorb the ball

4 min.

Students practicing

Reinforce Affective
objective, high fives
for great form on
passing, catches,
execution of cues of
the skill

Regroup, discuss strategies for

throwing to a moving target.
Quick demo
6 min 30 Students practicing
Reinforce Affective
sec
objective: positive
constructive feedback
1 min
Equipment Pick Up: as a team
collect equipment from a station
and place together in a designated
equipment area.

Whole class in
GS

1 minute
30 sec

General space

Closure: 4 minutes
Class reviews what skills we learned today: football catching and throwing
Time: 2 minutes.
Class discusses strategies to keep good personal space and the importance of each cue
of the skill. Ask about the cues for passing and catching. Discuss throwing to a
moving target.
Time: 1 minute.
Discuss what students will be doing next class period and how what they learned in
your lesson will transfer into the next.
Time: 1 minute
Class ends with high-fives on exit.

Christopher Ngo

Tiger PRIDE

11/5/14

Assessment:
In addition to the systematic observations that will assess motor differences, time
spent in physical activity; you should spend this session assessing the affective skills
of your students and cultural differences you may see emerge. Take notes on the
following and include in your reflection journal:
- What languages did you hear the students speak?
- Who did the students partner with if given a choice?
- During down time who did the students socialize with?
- Were the students able to work effectively and without conflict with their
partners/teams? If not, what factors seemed to be causing conflict?
- What evidence of teamwork/communication did you see? (e.g. high fives etc)
- Did the students request any activities/sports? If so, what were they?
- What role does Maria play? How do the students respond to her? Does their
behavior change when she is around?
- Did you learn anything about the students home life/background? If so, what?