Making Lesson Plans Manageable

Making Your Lesson Plan Work for You

KNR 242

Why do you need to plan?

• Student benefits?

• Use of progressions

• Accountability

• Reflection

Using the Plan

• Is it OK to have it on the floor?

• Could I use a notecard instead?

• Can I deviate from the plan?

Make Your Lesson Plans Work for You

• Make the plan your own

Get organized!

• Use the correct Template

• Keep track of your class.

Master Objectives

• Aim for realistic goals

• Have a meaningful purpose to your lesson.

• Use all three domains

Time column Time Content

Dev.Mgmt.

Task AnalysisCues

3 min.

:30(3:30)

4:00(7:30)

Set:

Transition:

Activity 1

• transitions• cumulative

time

Content Development column• Do this column first –

• Concise drill descriptions

• Separate mgmt. from content

• Insert transitions

• What is scripted?

• Verbal transitions?

Content Development column• Mark an inverted pyramid-shaped field for each

game with cones (see diagram below). The top of the pyramid is home plate and the sides represent foul lines. Divide the pyramid in half with a line of chalk or more cones (this is the midline). The game is played with two teams of two players. Both defensive players stand in the outfield behind the mid-line. One offensive player pitches to their teammate. Each player gets two pitches and the offensive players take turns batting until their team gets three outs. The defensive players must prevent the ball from going over the mid-line. If the ball is caught in the air, it is an out. Scoring is as follows:

• If the ball travels over the mid-line but is stopped before the homerun line, its a double.

• If the ball passes both lines, it is a home run. • The players must keep track of where their own

base runners are. • There are only DOUBLES and HOME RUNS. • Maximum of five runs per inning, then teams

switch. • Players must complete an inning or go back to

the last full inning for the final score. • An example of the scoring would be...Rich

pitches the ball to his teammate Jennie who hits the ball which lands and is stopped in between the mid-line and the home run line (a double). Jennie then pitches to Rich who hits a fly ball which is caught by their opponent Raelene. This is one out. Jennie hits her next pitch outside of the foul line. This is out 2. Rich then hits a double which scores one run because of the double Jennie hit earlier. Jennie then hits a home run (past the second line) which scores the last double and a home run. Rich and Jennie now have 3 runs. Rch then swings and misses both pitches in a row for out 3. Raelene and her partner now are up to bat.

• Mark field as shown• Use two teams of two

players. Defense stands in the outfield behind the mid-line. One offensive player pitches to teammate. Each player gets two pitches and the offense gets three outs. The defensive players must prevent the ball from going over the mid-line. If the ball is caught in the air, it is an out.

• Scoring: • If the ball travels over the

mid-line but stopped before the homerun line: double.

• If the ball passes both lines: home run.

• The players keep track of their own base runners.

• There are only DOUBLES and HOME RUNS.

• Maximum of five runs per inning, then teams switch.

Content Development Review:Put it to work in a lesson

• Restate the task?

• Skip steps in the progression?

Content Development Review:Put it to work in a lesson• Use a refining task

• Use an extending task

• Use an application task

Management Column

• Use your computer to make X’s and O’s, Powerpoint?

• Insert symbols

• Representative group vs. all students?

Task Analysis

• Write out task analyses at the start of the unit

• Make a file

• Identify the major skills used in the lesson. Why?

• Use bullet format – but adjust margins

Task AnalysisPreparatory:• Eastern forehand grip for

beginners; continental grip for intermediate and advanced players

• Off hand starts on racket throat then moves out to help maintain balance

• Knees bent; light on your feet

• Weight forward on toes• Quick shoulder turnExecution:• - Firm grip, wrist and arm• -Racket head at eye level• Step forward (not across)

with opposite foot• Compact swing; racket

face slightly open• Arm goes from bent

position to slightly (not fully) extended position

• Make contact to the side and in front

Follow Through:• - Hit through the ball, but

little or no follow through• Finish with weight on front

foot• Recover for next shot

Preparatory:• Eastern forehand grip for

beginners; continental grip for intermediate and advanced players

• Off hand starts on racket throat then moves out to help maintain balance

• Knees bent; light on your feet

• Weight forward on toes• Quick shoulder turnExecution:• Firm grip, wrist and arm• Racket head at eye level• Step forward (not across)

with opposite foot• Compact swing; racket

face slightly open• Arm goes from bent

position to slightly (not fully) extended position

• Make contact to the side and in front

Follow Through:• -Hit through the ball, but

little or no follow through• Finish with weight on front

foot• Recover for next shot

Vs.

Cues

• 3-4/activity

• Cues for every task?

• Potential Refinement Tasks

Spacing and Readability• Align important elements: Task, Diagram,

Cues• Font?Time Content Development Mgmt Task Anal.

Cues

3:00(5:00)

:30(5:30)

2:00(7:30)

Extension:1 v 1 Dribble: Describe

Transition: WISG …..

Extension:Dribble/Pass Keep-away: Describe

X X XO O O

X O X

O X O X O

Dribble Task Analysis:Prep – Action – FT –

Cues:- Eyes up- Push with fingerpads- Guard arm up

Passing Task Analysis:Prep – Action – FT –

Cues:- Quick cuts- Step to target- Lead your receiver