University of Texas at El Paso

Kinesiology Physical Education Teacher Education

TED 4698: Student Teaching

Learning Experience Plan

Teachers: Yvette Morales Date: 4/3/19
th
Grade Level: 5 Time: 8:30
Activities: T-ball hitting Number of Students: 120
Equipment: cones, baseballs.
Equipment provided by me: N/A
Facility: Soccer Field

OBJECTIVES (2-3 per domain):

Psychomotor:
1. Students will learn correct form for the alligator catch.
2. Students will learn correct form to throw a baseball/softball.

Cognitive:
1. Students will remember correct cues for the alligator catch.
2. Students will recall steps to baseball/softball throw.

Affective:
1. Students will be respectful towards peers and teachers.
2. Students will cooperate and engage in activities.

TEKS:
1(C) demonstrate attention to form, power, accuracy, and follow-through in performing
movement skills;
1 (K) demonstrate competence in manipulative skills in dynamic situations such as
overhand throw, catch, shooting, hand dribble, foot dribble, kick, and striking activities
such as hitting a softball; and
2 (B) identify the importance of various elements of performance for different stages
during skill learning such as form, power, accuracy, and consistency; and
5 (A) use equipment safely and properly;
7 (A) follow rules, procedures, and etiquette;
National Standards:
(S1.E13.5b) Throws underhand to a large target with accuracy.
(S1.E14.5b)Throws overhand to a large target with accuracy.
(S1.E16.5c)Catches with reasonable accuracy in dynamic, smallsided practice tasks.
(S2.E3.5a) Applies movement concepts to strategy in game situations.
(S4.E1.5)Engages in physical activity with responsible interpersonal behavior (e.g., peer to peer,
student to teacher, student to referee).
(S4.E3.5)Gives corrective feedback respectfully to peers.
DIAGRAM AND PRE-CLASS ARRANGEMENT (include specifics):

Create a diagram to represent your set up. Diagram needs to be done

digitally not drawn.

Hit the Track/ Warm up Skill Building

Relay Race/ Skill app Close

 Lesson Plan Content
Time Content Development Management 1. Task Analysis
and Safety; 2. Teaching
includes cues/Refinement
Transitions
8:30 SET Induction/HOOK START SIGNAL:
Good Morning students go ahead “Ready Begin”
and hit the track!
STOP SIGNALS
“Freeze” “Listen up”

ORIENTATION
Hello students today we are going
to be working on our baseball
throwing and catching skills.

WARM-UP CUES:
Students will hit the track until Transition 1: Jumping Jacks:
all classes arrive. Students will find a Extend arms,
white line to perform spread feet.
After all classes arrive students exercises.
will find a spot in a white line to Washing Machine:
perform exercises. Twist Torso.
Air squats: do not
Jumping jacks, washing Transition 2: let knees pass
Students will move toes.
machine, arm circles, reach for towards center of
the sky, touch your toes, Curl ups: do not
court, and free throw
scissor kicks, scissor jumps, line half circle.
cuff hands in back
picking up cherries, mountain of neck.
climbers, air squats, push-ups, Push-ups: keep
curl ups. back straight.
SAFETY:
After exercises are done Make sure that you
students will be asked to sit in have enough space
to complete
a circle. Students will be asked
exercises.
to run two laps according to
their shirt color. After they run
two laps they will return to their
spots. And wait for everyone
else to finish.
 LESSON FOCUS/SKILL CUES:
BUILDING ACTIVITY Alligator Catch:
Students will be separated into Athletic Stance,
three different stations where shuffle towards
they will practice different ball.
catches and throws.
Station 1: Alligator Catch Windmills: extend
Students will be in partners arm, follow through
one partner will throw ground with arm. Rotate
pass and another will use Hips
alligator catch to get ball. 10
times then switch. Under hand pass:
Station 2: Underhand throw to non passing foot in
catch. Students will front lean in
continuously practice throwing towards partner.
and catching underhand throw.
Station 3: Apples out: Student
will practice correct form for TASK
overhand throw. ANALYSIS:
Students will be
analyzed visually
DIFFERENTIATION making sure they
Students will be able to are following
practice skills at own pace. correct cues. Such
as hip rotation
STUDENT EXPECTATIONS:
athletic stance,
Students are expected to learn
leaning in towards
and practice the correct form to
partner.
catch and throw a baseball.
Psychomotor:
Students practice proper form to
throw baseball.

Cognitive:
Students will remember the correct
cues for the alligator catch, and
baseball throw.

Affective:
Students will be respectful when
working with partner.
Time Content Development Management 1. Task Analysis
2. Teaching
Cues/Refinement
SKILL APPLICATION Transition 3: CUES:
ACTIVITY Students are moving Alligator Catch: Feet
towards soccer field
Studnets will be separated where stations will be
more than shoulder
in to different teams and set. width apart, arms at
perform a relay race while path of ball, cradle
using correct mechanics for ball to chest area,
catch/throw coach assigns. transfer ball to
1.Alligator Catch/ throwing hand.
Grounders Underhand Throw to
2. Overhand throw/ apples Catch:
out. SAFETY: Face your target
Make sure you are
3.Underhand throw. keeping your eyes on
Step with your
the target. Do not opposite foot towards
throw hard if your the target),
DIFFERENTIATION partner is close. Arm like if u are
Students will be able to bowling. Follow
perform drills at each station through to the sky or
at own pace. ceiling with hand you
are throwing wit
STUDENT EXPECTATIONS: Apples out: Point
Students are expected to non-throwing
understand and practice the shoulder to target,
correct form for alligator throwing arm behind
catch, underhand catch/ head, step with
throw and overhand throw. opposite foot towards
target turn hips.
Psychomotor:
Students will use proper stance to
catch ball using alligator catch. Transition 4:
Students are moving
Cognitive: towards basketball
Students will recall correct cues courts to get in
for overhand throw, alligator teacher lines.
catch, and under hand throw.
Affective: TASK ANALYSIS:
Students will be able to work with Students will be
their partners and provide visually analyzed
feedback. looking for athletic
stance, hip
Debrief/Closing/Cool
movement, step in
Down (what, so what, now
with opposite foot.
what):
Psychomotor
Non-throwing
What skills did we learn today? shoulder pointed
What are the cues for overhand towards target.
throw? Alligator catch?

Cognitive:
How did the skill building activities
help with the station activities?

Affective:
How did your partner help you
better form?

Insight/Preview:
Everyone did a great job today,
tomorrow we are looking into
using these skills we learned and
playing an actual tee-ball game.
 University of Texas at El Paso

Kinesiology Physical Education Teacher Education Kinesiology

4321: Teaching Secondary Physical Education

Learning Experience Plan

Teachers: Yvette Morales Date: 4/2/18
Grade Level: 5th Time: 8:30-9:25
Activities: Tennis Number of Students: 120
Equipment: Tennis Racquets, balls
Equipment provided by me: N/A
Facility:basketball courts

OBJECTIVES (2-3 per domain):

Psychomotor:
1. Students will engage in warm up that engages cardio vascular system, and
endurance fitness.
2. Students will practice shake man’s grip and learn forearm stroke.

Cognitive:
1. Students will understand correct form for forearm stroke.
2. Students will recall form for shake mans grip.

Affective:
1. Students will encourage other classmates.
2. Students will respect peers and teachers.

TEKS:
1 (C) demonstrate attention to form, power, accuracy, and follow-through in performing
movement skills;
1 (L) demonstrate combinations of locomotor and manipulative skills in complex and/or
game-like situations such as pivoting and throwing, twisting and striking, and running
and catching.
2(A) identify common phases such as preparation, movement, follow through, or
recovery in a variety of movement skills such as tennis serve, handstand, and free
throw;
2(B) identify the importance of various elements of performance for different stages
during skill learning such as form, power, accuracy, and consistency; and
5(A) use equipment safely and properly;
National Standards:
S1.E26.5 Combines manipulative skills and traveling for execution to a target
S2.E1.5Combines spatial concepts with locomotor and nonlocomotor movements for small
groups in gymnastics, dance and games environments.
S4.E1.5Engages in physical activity with responsible interpersonal behavior (e.g., peer to peer,
student to teacher, student to referee).
S4.E4.5Accepts,recognizes and actively involves others with both higher and lower skill abilities
into physical activities and group projects.
DIAGRAM AND PRE-CLASS ARRANGEMENT (include specifics):
Warm up Skill Building

Relay Race/ Skill app Close

 Lesson Plan Content
Time Content Development Management 1. Task Analysis
and Safety; 2. Teaching
includes cues/Refinement
Transitions
8:30 SET Induction/HOOK START SIGNAL:
Good Morning students go “Ready Begin”
ahead and hit the track! CUES:
STOP SIGNALS
“Freeze” “Listen up”
Jumping Jacks:
Extend arms,
spread feet.
ORIENTATION
Washing Machine:
Hello students today we are
Twist Torso.
going to be working on our
EXAMPLE tennis grip and forehand Air squats: do not
8:00 to let knees pass
stroke.
8:06 toes.
(6 mins) Transition 1: Curl ups: do not
WARM-UP Students will find a cuff hands in back
Students will hit the track until white line to perform
exercises.
of neck.
all classes arrive.
Push-ups: keep
After all classes arrive
back straight.
students will find a spot in a
white line to perform Transition 2:
exercises. Students will move
towards center of
Jumping jacks, washing court, and free throw
line half circle.
machine, arm circles, reach
for the sky, touch your toes,
scissor kicks, scissor jumps,
picking up cherries, mountain
climbers, air squats, push- SAFETY:
Make sure that you
ups, curl ups. have enough space
to complete
After exercises are done exercises.
students will be asked to sit in
a circle. Students will be
asked to run two laps
according to their shirt color.
After they run two laps they
will return to their spots. And
wait for everyone else to
finish.
 LESSON FOCUS/SKILL CUES:
BUILDING ACTIVITY Knees bent - ready
Students will be introduced to to move to ball
shake mans grip and Side to target
forehand stroke. Students will Racket pulled way
practice by shaking someone back - reach to the
hand and getting used to the wall
form. Students will then be Step with opposite
given a racquet to practice. foot when contacting
Students will place racquets the ball
Follow through -
on the floor and be introduced
reach to the sky on
to forehand stroke. Students other side of body
will practice this 10 times then
be given a ball to practice
hitting against the wall using
correct form.

DIFFERENTIATION
Students will be able to TASK ANALYSIS:
practice skills at own pace. Students will be
Students will be given a evaluated visually
beginners tennis ball. looking for knees
bent, forehand facing
STUDENT EXPECTATIONS: ball, and follow
Students are expected to through.
learn and practice the correct
form for tennis shakes mans
grip and forehand stroke.
Psychomotor:
Students practice proper for
forehand grip.

Cognitive:
Students will remember the correct
cues for forehand stroke.

Affective:
Students will be respectful towards
peer’s abilities.
Time Content Development Management 1. Task
Analysis
2. Teaching
Cues/Refin
ement
SKILL APPLICATION Transition 3: CUES:Knees bent -
ACTIVITY Center of court. ready to move to ball
The school game. This game will Side to target
allow students to practice Racket pulled way
forearm stroke at different back - reach to the
distances. Students will start at wall
kindergarten then move up to SAFETY: Step with opposite
grade school, middle school, /always be aware of foot when contacting
high school and finally surroundings. If ball the ball
graduation with each level being rolls away put Follow through -
further away. racquet down and go reach to the sky on
for the ball. other side of body

DIFFERENTIATION
Students can practice skills at TASK ANALYSIS:
own pace. Students will be
evaluated visually
making sure knees
STUDENT EXPECTATIONS: are bent, eyes are on
Students are expected to use the ball, there is a
correct form for both shakes follow though.
mas grip and forehand stroke.

Psychomotor:
Students will practice forehand
stroke from different distances. Transition 4:
Students will go to
Cognitive: teacher lines.
As distances increase student
needs to adjust to force being
applied to the ball.

Affective:
Students will be respectful towards
peers at different levels.

Debrief/Closing/Cool Down
(what, so what, now what):
Psychomotor
What are the cues for forearm
stroke?.

Cognitive:
What did you have to do as you
moved further away?

Affective:
How did it feel to advance to the
next level?.
Insight/Preview:
Great job students tomorrow we are
going to learn the backhand stroke.