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Unit Planning and Lesson Planning 101

Unit Planning and Lesson Planning 101. What to do first?. Age Level: ____ Unit: ___Softball_____ Dates: __________ Resources: _________ . Age Level: ____ Unit: ___Softball_____ Dates: __________ Resources: _________ . Age Level: ____ Unit: ___Softball_____

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Unit Planning and Lesson Planning 101

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  1. Unit Planningand Lesson Planning 101 What to do first?

  2. Age Level: ____ Unit: ___Softball_____ Dates: __________ Resources: _________

  3. Age Level: ____ Unit: ___Softball_____ Dates: __________ Resources: _________

  4. Age Level: ____ Unit: ___Softball_____ Dates: __________ Resources: _________

  5. Age Level: ____ Unit: ___Softball_____ Dates: __________ Resources: _________

  6. Age Level: ____ Unit: ___Softball_____ Dates: __________ Resources: _________

  7. Age Level: ____ Unit: ___Softball_____ Dates: __________ Resources: _________

  8. Age Level: ____ Unit: ___Softball_____ Dates: __________ Resources: _________

  9. Age Level: ____ Unit: ___Softball_____ Dates: __________ Resources: _________

  10. Age Level: ____ Unit: ___Softball_____ Dates: __________ Resources: _________

  11. Age Level: ____ Unit: ___Softball_____ Dates: __________ Resources: _________

  12. Age Level: ____ Unit: ___Softball_____ Dates: __________ Resources: _________

  13. Lesson Plan Day 1

  14. Psychomotor & Cognitive DomainAffective Domain

  15. Psychomotor & Cognitive DomainAffective Domain

  16. Psychomotor & Cognitive DomainAffective Domain

  17. Psychomotor & Cognitive DomainAffective Domain

  18. Psychomotor & Cognitive DomainAffective Domain

  19. Psychomotor & Cognitive DomainAffective Domain

  20. Psychomotor & Cognitive DomainAffective Domain

  21. Psychomotor & Cognitive DomainAffective Domain

  22. Psychomotor & Cognitive DomainAffective Domain

  23. Psychomotor & Cognitive DomainAffective Domain

  24. Psychomotor & Cognitive DomainAffective Domain

  25. Psychomotor & Cognitive DomainAffective Domain

  26. Psychomotor & Cognitive DomainAffective Domain -Does every component need to be addressed in every lesson? NO -If you check a box, you need to address that component with a statement. Example: The students will (TSW) address basic skills through specific fundamental skill drills.

  27. Introduction / Warm-up Formations / Cues Assessment Total time: ___5 min____Be sure to PLAN TIME for each area. 1. Jumping Jacks 2. Arm circles 3. Arm rotators 4. Waist Twists 5. Crunches .

  28. Introduction / Warm-up Formations / Cues Assessment Total time: __5 min___Be sure to PLAN TIME for each area. 1. Jumping Jacks 2. Arm circles 3. Arm rotators 4. Waist Twists 5. Crunches Learning Activities / Teaching Strategies -Formations / Cues - Assessment Total time: ___40min ________ Stations approximately 20 min Station 1: Grip and Throwing 10 yards apart: Two and 3 finger grips, emphasizing the skill cues. Grip cues: 1. Hold the ball with the fingers (ie off the palm). 2. Grip the ball tightly across the seams - For the 2 finger grip, place the index and middle fingers across the seams and rest the little finger on the side of the ball. - Students with smaller hands should use the 3- finger grip, which requires placing 3 fingers (ie, the index, middle, and ring fingers ) across the seams. 3. Place the thumb under the ball and on the side oppositethe little finger

  29. Learning Activities / Teaching Strategies -Formations / Cues - AssessmentTotal time: ___40min ___ ContinuedStations approx. 20min total • Throwing cues • Use a forward stride position • Throw from a stable base • Face the target • Increase the speed of movements • Shift the center of gravity form backward to forward • Rotate the throwing side forward and transfer weight to the front leg. • Lead the arm motion with the elbow • Release with a wrist snap • Follow through in the intended direction of flight

  30. Learning Activities / Teaching Strategies -Formations / Cues - AssessmentTotal time: ___40min ___ ContinuedStations approx 20 min total • Station 2 Throwing Catching 10 yards apart • Catching cues • Maintain stability by using a forward stride poistion • Focus on and track the oncoming ball: align the body squarely behind the ball as it comes toward the catcher • Use a large surface (the glove) to catch on ball, on contact give with the arms and hands to absorb the force of the ball. Transfer the weight backwards to help absorb the force of the ball. • If the ball is above the waist, turn glove so the fingers are pointing upward, if ball is below the waist, turn fingers downward. • Use the glove hand for initial contact, then use the bare hand to immediately trap the ball.

  31. Learning Activities / Teaching Strategies -Formations / Cues - AssessmentTotal time: ___40min ___ ContinuedStations approx. 20 min totalGame play 20 min • Station 3 – • 5 catches at 10 yards • 5 catches at 15 yards • 5 catches at 20 yards • 5 catches at 25 yards *** All stations will rotate on completion of this stations group! Peer Assessment will occur in the form of checking grip, throwing and catching cues at random points as indicated by instructor. Students will identify problem areas and assist in reinforcement of proper technique. Gather students to circular formation Explain & demonstrate rules and objectives of Rebound ball (Include all rules/objectives etc… with lesson)

  32. Closure / Cool-down Formations / Cues Assessment Total time: ____5 min________ • Q & A • Ask student to demo proper catching tech. • Ask for cues from all • Ask students to demo proper 2 & 3 finger grip • Ask students to identify community opportunities for softball/baseballplay.

  33. Does each area have to be assessed every day? YES informally NO formally – Teacher observation, peer check list, cues, peer observation with feedback. Have a plan, your unit will dictate what days there are assessments. Make sure the unit plan and lesson plan reflect the SAME thing! Be sure to list an assessment type that we have discussed! If you plan to ask closure questions (you must) be sure to write up those questions.

  34. Last page of Lesson plan, includes Equipment needs, Safety considerations activity formations and reflection. Page 3 Lesson Plan How to draw those lines in!

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