School: Selwyn College Date: 26/06/2017 Period: 3

Class: 9/1 Student Numbers Lesson Length: 60min

Module or Unit: Invasion Games Lesson: 2
Lesson Intention Personal Objectives
The broad aim of this lesson is to My objectives for my professional development
are:
Lesson Objectives
By the end of this lesson the students will be
able to:

Success Criteria:

Entry Assessment
This lesson is based on the students having the following prior knowledge

Equipment and Resources Required

Curriculum/Achievement Objectives Key Competencies
Thinking
Using Language, symbols and texts
Relating to Others
Participating and contributing
Differentiation Values
Excellence
Innovation, inquiry and curiosity
Equity
Community and participation
Integrity
Respect
 Time Activity Procedure Purpose Teaching Focus Points Tips
5min Change and Valuables
5min LI and SC
20min Slide Tag A chance to learn how to Making sure students
Divide the class into teams. Choose one team and have them manipulate space through team are aware on how to
make four rows of lines one in front of the other each about 10 work and how to restrict space create space and restrict
feet away from each other. Each line should have 2 players. through teamwork and space is through
Have the rest of the class line up on the end line facing the 4 cooperation. communication and
lines and their objective is to get from their end to the other verbal/non verbal
end without being touched by the defenders. communication.
The defenders can only slide along their line and can reach out
to tag other players without coming off their line. Once a
player passes them safely they can no longer tag that player.
If a player is able to move his way through the 4 lines and
reaches the other end they have to pick up a bean bag (only
one) and go around the outside of the court established by
pylons and place the bean bag in their teams basket at the
start.
The player can now try again to get to the other side and
retrieve a beanbag.
If a player is tagged by a defender, they must exit the court on
the left or the right and go back to the start again. Change the
defenders every five minutes.
20min Crossover This is a chance to build a game
Two teams are chosen and placed on either side of the room. through the importance of
A line or cones show the start line for each team, of which is communication and strategies.
the safe/finish zone for the opposing team.
A line/cones also are placed at the center of the two teams.
On go, the teams will try to run to the opposite side of the
room.
Once teams pass the centre line, they can be tagged by the
opposing team.
The player can be unfrozen in two ways. First, a player who has
 made it to the safe/finish zone, can give up their position, grab
the shoulder of the frozen player and return to the original
side. Second, a player can come across, grab the shoulder of
the the frozen player and then return.
The game ends when all players are in the opposing sides safe
zone.
5min Debrief and change
Reflection

Future Goal

Satisfactory

Excellent
Good
Elements of good teaching Personal reflection

I had good subject matter knowledge of the

content being taught and was able to provide
accurate information to students

I understood the prior knowledge and abilities

of the students and planned meaningful tasks
that provided challenge but also allowed
students to experience success

I designed instructional tasks that were

relevant and meaningful to students and linked
to a clear learning intention for the lesson

I allocated as much time as possible to content

coverage and provided all students with
sufficient opportunities to learn

I communicated clearly, was positive and

enthusiastic about the subject matter, my stu-
dents achievements and their efforts to learn
and improve

I communicated high, realistic expectations to

my students and developed a clear, work-
oriented class climate.

I created and sustained a brisk pace for class

activities and prevented events from disrupting
the momentum of this pace

I held students accountable for appropriate

participation in practice, for task completion,
and for performance outcomes

Associate Teacher or Peer Comment