Contextual Analysis - HHP Communities Website
Contextual Analysis 1.
The Teacher
a.
What do I already know?
i. b.
What experience do I have?
i. c.
Lacrosse-1 played lacrosse for two years when I was in high school.
Where can I go to gain knowledge?
i.
2.
Lacrosse- know basic skills and rules of the game.
Refer back to some books and use Physical Education websites to heighten my levels of understanding. (Children Moving, PE Central)
The Students a.
How many?
The average depending on band and orchestra is about 50 students. b.
How many and who have special needs? 1-2 students
c.
What are the special needs? How to modify?
d.
Autistic, mild learning disabilities What developmental level are the students at? Utilization
3.
Content
a.
4.
What do students need to know about the content?
Students need to be able to recognize and perform the basic skills in lacrosse
b.
What content is covered?
c.
Cradling, Passing, Catching, Shooting, offensive strategies, defensive strategies. Order/Progression of Content (see Block Plans attached)
Available Resources
a.
Number of lessons and minutes in each lesson
i. b.
Facilities
i. c.
Whole gym is available daily, also space outside if weather permits.
Ratio of Equipment
i. d.
Dance-10 lessons, 40 minutes per lesson
Each student will have a Lacrosse stick as well as a lacrosse ball.
Do I have to modify equipment? No
Rationale Teaching at Brandon Morris, I showed up knowing that the school was highly ranked in
the State, but not knowing what model may work with them. Talking to my cooperating teacher and seeing how students act around one another, I have decided to teach the students through the
peer model. At Brandon Morris, cooperation and students working together and figuring thing out on their own is strongly stressed. By having the students work through the peer model, all
students will have the opportunity to not only be the coach, but also have to cooperate and listen to the peer when they are the player. This will allow the students to learn to cooperate better with one another and also provide each student to have an opportunity to be a leader.
4 Grade Lacrosse Unit- Peer Model Monday 2/1/10
X>eer model (4th) Lacrosse I: Pre-
iissessincnl stations, written lest
Tuesday 2/2/10
Wednesday 2/3/10
4. Peer model (4th)
5. Peer model (4lTlT
Lacrosse I: Preassessment stations,
written test
Lacrosse 2; Learn
Hi rowing and Catching
ft. Peer model
Lacrosse 2; Learn
Throwing and Catching
Friday 2/5/10 1. Peer model (4lfl| Lacrosse 3: Review throwing arid catching. Learn cradling and scooping
Monday 2/8/10 2, 1'eer model (4 J Lacrosse 3: Review
throwing and catching, Learn cradling and
Tuesday 2/9/10
3. Peer model () Lacrosse 4: Review
cradling ami scoopiag, learn defensive
scooping
strategies
Monday 2/15/10
Tuesday 2/16/1Q
No School
Tuesday 2/23/1 ft
Lsicrossc 9: Review
5. Peer model (4'h) Lacrosse 8: Post-
n
■
•
■ ill
game play, tournament
i
assessment stations, written test
JVlondaj^J/L/lO.
Lacrosse 4: Review cradling and scooping, learn defensive
LJ'ecr model f41h) Lacrosse 6: Review
Monday 2/22/10 A
4. Peermotie}(4[jl)
strategies
No School
4. Peer model f4"'1
J Wednesday 2/10/jp
Make up day if
Make up day if
necessary
necessary
5. Peer model (4"') Lacrosse 5: Review defensive strategies,
Friday 2/12/10 6. Peer model (4th 1 Lacrosse 5: Review
strategics
defensive strategies, learn offensive strategies
Thursday 2/18/10
Friday 2/19/10
learn offensive
J. Peer mndeJ (411')
offensive strategies, learn games
2. Peer model (4"') Lacrosse 6: Review
offensive strategies,
game play, tournament
Wednesday 2/24/10
Thursday 2/25/10
Friday 2/26/10
.LJump Rope for Heart
2.Jump Rope for Hear!
Thursday 3/4/10
Friday 3/5/10
6. Peer model Lacrosse S: Postassesstneni stations,
learn games play
Lacrosse 9: Review
written test
Wednesday 3/3/11
3.
Thursday 2/11/10
s.
Make up day if necessary
Major Learning Goals/Obiectives for Peer Model- Lacrosse
Unit 4th Grade
1
Psychomotor: SWBAT perform the basic skills used in lacrosse such as throwing, catching, scooping, and cradling, during a game like situation with correct form 90 percent of the time.
2. Cognitive: SWBAT Demonstrate the roles and duties of an effective coach, as well as complete a written test/exit slips on the material that will be taught to them.
3. Affective: SWBAT Show a positive attitude and enthusiasm while working with their classmates in the peer model 100% of the time.
♦There are broad goals and objectives for the students I will be working with. Including in my daily lesson plans there will be a more detailed description of the goals and objectives I have for
the students each day that they are in physical education class.
Lacrosse Unit: Pre/Post- Cognitive Assessment
Name:
1.
Teacher:
Lacrosse was created by a. The British
b. c. d.
American Indians Eskimos Vikings
2.
When a. b. c. d.
cradling, your arms should look like what? Arms should look like you are cradling a baby Arms should be crossed Arms should look like a door hinge None of the above
3.
Why are mouth guards worn? a.
To keep teeth white
b. c. d.
To prevent concussions To promote lacrosse fashion trend Part of the uniform
4. There are
5.
a.
7
b. c. d.
10 12 13
There are a.
players per team on the field in men's lacrosse.
players per team on the field in women's lacrosse.
7
b.
10
c.
12
d.
13
6.
What skill is not a part of lacrosse? a. Cradling b. Tackling c. Passing d. Scooping
7.
In men's lacrosse, all of the following equipment is required except, a. Helmet b. Goggles
c. d.
Gloves Rib pads
8. A goal made in lacrosse counts for a.
1
b.
2
c.
3
d.
4
point (s)
9. When Native Americans played lacrosse, a game stretched on for days and the goals could be 15 miles apart. a.
True
b.
False
10. In lacrosse
sticks length away. a.
Blocking
b.
Marking
c.
Picking
d.
Slashing
is a term used to describe guarding an opponent within a
11. A lacrosse ball is made of solid rubber. a.
True
b. False
12. Your little brother or sister wants you to teach them to play lacrosse. List 3 cues to teach them the following skills: cradle, scoop, throw and catch.
Lacrosse Throw Pre/oost- Psvchomotor Assessment
Assessment Plan For my unit I will be using several different assessments to see if my students are learning the material that is provided.
Psychomotor- During the Unit because I am teaching through the peer model I will have my coaches either give me a thumbs up or thumbs down when they are teaching their group the
different skills used in lacrosse. This will allows me to see how well they are performing and if they are improving throughout. I will also be keeping a record of the number or percent of the
thumbs up and down.
Cognitive- Throughout the unit I will also be providing my students with exit slips so I can test their knowledge of what they have learning. I will also assess them during closure by asking them questions. In the peer model I will ask them several times why it is important to be able to work with their peers to make sure that they are learning how to work with others and actual be cooperative not only with each other but also with myself.
Affective-1 will assess students affectively by using a smile or frown face on the wall. As well as teacher checklists. I feel it is important for students to show me how they think that have done during class. Whether they have been cooperative, or they could have done better. At this age there are some leaders and some followers, I wanted the students to see for themselves where
they are and discuss how they could improve.
Georgia State University PE Lesson Plan Name: Karli Klein
Date: 1/23/10
Class/grade level: 4th grade Unit/Theme:
Lacrosse
Semester: Spring 10
Class: ST
Date to be taught: Lesson #:
1
of
8
Skills already developed by students: n/a
What happened during last lesson? n/a Lesson objective (s):
SWBAT perform the skills
Situation While at different
At least 3 out of 5
used in the game of
stations with their
times.
lacrosse
group
SWBAT demonstrate
During a written test
At least 90% accuracy
While working with
100% of the time
Domain
1 I Psychomotor
2 ; Cognitive
Performance
Criteria
understanding of basic
3
Affective
lacrosse Show a positive attitude and enthusiasm
their peers
State standard targeted (indicate standard(s), number(s) and write out standard(s) 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles,
strategies, and tactics as they apply to the learning and performance of physical activities. 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Assessment for measuring performance criteria Teacher assessment, Written test
My goal for improving my teaching
Make sure that I am in a good placement so I can not only assess students but I can also see what is going on in the rest of the gym.
Equipment and resources needed 20 lacrosse sticks, lacrosse balls, tape, goals
activities with modifications) Make the targets bigger
Reflection:
A. Yes, my students did meet all of the learning objectives for the first day. Although they met all of the domains, the degree in which they completed them did not reach my
expectations, I thought that as 4th graders the students would know more, and be more
experienced with lacrosse so I have to slow down. B. The formative assessment I used today was a cognitive written test, accompanied by a
teacher psychomotor checklist. In order to administer the assessment to 55 students, I thought that the best way to go about the psychomotor assessment was to use different
skill stations, and I would be at one station assessing the skill that was being performed at that one station. This took time away from my assessment because I had to scramble around and demonstrate the stations to the kids before getting stated. In order to administer the written test I had to make sure that I had a test for each child, as well as a pencil. I also had to be sure to have enough space in the gym that I could spread the kids out and still be able to watch them and keep them from cheating. C. The assessment did accurately measure the students learning because I was able to see what the students were coming into the unit knowing, my main concern is the different skill levels throughout my group.
D. For the next lesson, one thing I positively need to go over before I let them touch anything are the safety precautions that come into play during lacrosse. With 55 students running around the gym with a 4 foot long pole not knowing what to do with it there is bound to be accidents, luckily today I had my cooperating teacher there helping out
watching the 5 other stations that were going on while I was tied up assessing the 6lh.
Georgia State University PE Lesson Plan Name: Karli Klein
Date: 1/23/10
Class/grade level: 4th grade Unit/Theme:
Lacrosse
Semester: Spring 10
Date to be taught: Lesson #:
2
Class: ST
of
g,
Skills already developed by students:
n/a
What happened during last lesson? Students were pre-assessed through stations and a written test. Lesson objective (s): Domain _ Performance 1 i Psychomotor SWB AT perform the overhead throw and catch 2 Cognitive SWBAT demonstrate understanding of throwing
Situation
Criteria
While working with a At ieast 3 out of 5 partner
times.
During on a exit slip
At least 90% accuracy
While working with their peers
100% of the time
cues
3
Affective
Show a positive attitude and enthusiasm
State standard targeted (indicate standard(s), numbers) and write out standard(s)
1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Assessment for measuring performance criteria Exit Slip
My goal for improving my teaching
Have the equipment it a good place for pick up and make sure that I am watching for safety issues.
Equipment and resources needed 20 lacrosse sticks, lacrosse balls
Alternative activities for students with special needs (those unable to participate in regular
activities with modifications) Make the targets bigger
Instructional / practice time / organization (see other side)
Reflection:
A. Yes, the students did meet my learning objectives for the day, although it was in a different way than I had planned, instead of an exit slip, I did a verbal assessment with the class at the end of class on the cues of throwing.
B. I would have used a written cognitive exit slip, but due to my lack of time management in my first time teaching peer model, I ran out of time and was not able to give out exit slips and pencils to each child so they could complete with assessment.
C. As if I would have given the students this assessment, it would have allowed me to assess their cognitive knowledge on the cues for throwing a lacrosse ball. It would have also given me an in site as to how well my coaches were doing teaching their players the different cues although I did review them before our challenge game. D. Based on this lesson, in my next lesson, I need to know to keep track of time better. It is
important that I am able to assess the students so I need to figure out a way to get through my lesson and have enough time at the end of the lesson for me to have some sort of exit slip, or possibly a peer/teacher assessment during.
Georgia State University PE Lesson Plan Name: Karli Klein
Date: 2-3-20
Class/grade level: 4th grade Unit/Theme:
Lacrosse
Semester: Spring 10
Class: ST
Date to be taught: 2-5-10 Lesson #: 3 of
8
Skills already developed by students: Throwing and Catching
What happened during last lesson? Students practices throwing to the wall, and throwing and catching with a partner.
Lesson objective (s): Domain Performance 1 Psychomotor SWBAT perform the Cradle and the scoop 2 Cognitive SWBAT demonstrate understanding of cradling
Situation While working with a
Criteria At least 3 out of 5
partner
times.
On a exit slip
At least 90% accuracy
While working with their peers
100% of the time
and scooping cues
3
Affective
Show a positive attitude and enthusiasm
State standard targeted (indicate standard(s), number(s) and write out standard(s) 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Assessment for measuring performance criteria Exit Slip
My goal for improving my teaching
Make sure that I am sure to know who my coaches are and who my players are so I can help them more.
Equipment and resources needed 25 lacrosse sticks, lacrosse balls
Alternative activities for students with special needs (those unable to participate in regular
activities with modifications) Make sure the students are getting taught the correct cues
Instructional / practice time / organization (see other side)
Time
Activity/Task Development/Safety Issues
1 min.
Organization Management
Critical Elements/Teaching Prompts
Set Induction: Good morning class. Today we are going to continue with our lacrosse unit. Today we are going to work on cradling and scooping. This is important because you need to learn how to pick the ball up off the ground, and also how to run with the ball in your stick. By the end of today's class you will be able to scoop the ball from the center, and cradle the ball back to your area. Again we will Be working through
T-l
the peer model. So remember if you are the coach you have to really try to learn the skill, and if you are the player you are going to have to listen to your coach. Coaches: The first thing we are going to work on is called cradling. Does anyone already know how to cradle? Good. Then you should have no problem teaching your player. Now as the coach, you are first going to tell them, then you are going to show them, then watch them, then finally grade them. Try to be honest when grading them so I will know how long we need to work on the skill and who may need my help. With the cradle
CFU.
Players: The first time you are the player, you are going to put on a name tag, and then staying on the east side of the cones go through your fitness
Open face of stick to your face
High Stick- extend arm of top hand
"L-Shape" and "keep elbow pinned to side" - arm of bottom hand "Open & Close the Gate" - while keeping elbow pinned to side allow forearm to swing out away from then across body
Side to Side" Big Cradle to Right and Left sides of body to use centrifugal force to keep ball in stick
Reflection
J
J
Reflection:
A. Yes my students did reach my learning objectives, but again, not with the route I had planned for the student. I decided to try another exit slip, and it failed. With 55 students, and a 40 minute class. I have come to realization that exit slips are very difficult to do on a daily basis, especially with the peer model if you want to get through two coaches and a challenge game for the students. B. I would have used an exit slip to assess my students, but again 1 got caught by time, and had to do a verbal assessment to the cues of cradling and scooping. In order to administer my verbal assessment, I had the students sitting in grapes quietly. While they were sitting
there, I would ask for different cues for each skill, if a student gave me a cue, I would allow them to line up, I was going to only do this for each skill once, but surprisingly it went very quickly and I was able to line everyone up by them answering a question, so it actually turned out being a decent assessment.
C. As if I would have handed out the assessment I believe that it would have accurately measured the students learning. This is because my goal is to have these students learn different skills that are used in lacrosse. If they are able to at least know the cues cognitively, they know what they need to work on as an individual, or as a peer when they are teaching or being a player.
D. In my next lesson, I know to steer clear of a written assessment. I may try another exit slip down the road in the unit, but for now, I am going to be sticking with other types of assessments so I can be sure to get some sort of data on the students
Georgia State University PE Lesson Plan Name: Karli Klein
Date: 2-7-10
Class/grade level: 4th grade Unit/Theme:
Lacrosse
Semester: Spring 10
Class: ST
Date to be taught: 2-9-10 Lesson #:
4
of
8
Skills already developed by students: Throwing, Catching, cradling
What happened during last lesson? Students practiced cradling while running around different obstacles. Lesson objective (s):
1 2
Domain Psychomotor Cognitive
Performance SVVBAT perform the lacrosse scoop SVVBAT demonstrate
Situation While working with a partner
On a exit slip
Criteria At least 3 out of 5 times. At least 90% accuracy
understanding of scooping cues
3
Affective
Show a positive attitude and enthusiasm
While working with their peers and during closure
100% of the time
State standard targeted (indicate standard(s), numbers) and write out standard(s) 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Assessment for measuring performance criteria Affective teacher observation
My goal for improving my teaching
Find a quick and easy way to put the students with partners Equipment and resources needed 50 lacrosse sticks, lacrosse balls
Alternative activities for students with special needs (those unable to participate in regular
activities with modifications) Make sure the students are getting taught the correct cues
Instructional / practice time / organization (see other side)
Time
Activity/Task Development/Safety Issues
1 min.
Organization Management
Critical Elements/Teaching Prompts
Set Induction: Good morning class. Today we are going to continue with our lacrosse unit. Today we are going to work on scooping, combined with cradling, and throwing and catching! So
today is a big day. T-l
Coaches 1: The next thing we are going to work on is scooping. There is a lot of
the time during lacrosse when the ball is dropped during play, especially at the beginner level. So it is very important to be able to scoop the ball up off the ground so your team can get or maintain possession of the ball. You are going to need to learn the scoop, then go tell,
show, watch and grade your players. Make sure that you are telling them the different cues for the scoop. We are going to be doing the rake scoop, we will
practice this for about 2 minutes. Players: This is your first time being a
player, so you are going to need to put a name tag on, and then you can work on T-2
cradling that you just taught. CFU Coaches 1: The next thing we are going to work on scooping while moving.
There is a lot of the time during lacrosse when the ball is dropped during play, especially at the beginner level. So it is very important to be able to scoop the jail up off the ground so your team can
-Grip- Similar to throwing, but place top hand closer to the head of the stick. -Body Position- arms extended, stick parallel to the ground, lower hips and
bend the knees
-Transfer- stick level and behind ball, scoop through the ball.
-Finish- Bring the stick close to the
body at face level and continue to run
gaining balance.
Reflection
J
J
Reflection:
A. Yes, Today I did a general teacher observation during a new challenge game that we played. I was extremely thrilled to see students encouraging their classmates and cheering
on their team. Looking around the gym while the game was going on there was not one student who wasn't involved in the game cheering and smiling for the team/classmate. B. Today I did a very general assessment, while the students were playing their challenge game. I decided I would do an affective assessment, this assessment would simply be looking around the gym at the students watching their engagement in the activity. From this I would then mark down how many student I saw that were not involved,
participating, and engaged. From here I would have a rationale as to why I thought students were not engaged, and why I thought some were. C. The assessment did measure student learning in the affective domain, I was able to see the students being supportive and having a positive attitude, by simply looking around the room and watching the students while they played a lacrosse game that included all the skills we have learned thus far. D. Based on this lesson, I have decided that my challenge game worked great with these students, not only did they love it, but they were all moving, and there were working on all the lacrosse skills that I want them to be working on. I believe that I am going to let them try the challenge game again because we only had a short time to play today. But next class I am going to make the groups even smaller so the students have to go more.
Georgia State University PE Lesson Plan Name: Karli Klein
Date: 2-7-10
Class/grade level: 4* grade Unit/Theme:
Lacrosse
Semester: Spring 10
Class: ST
Date to be taught: 2-9-10 Lesson #:
5
of
8
Skills already developed by students: Throwing, Catching, cradling, scooping
What happened during last lesson? Students practiced cradling while running around different obstacles. Lesson objective (s): Domain 1
Psychomotor
2
Cognitive
3
Affective
Performance SWBAT perform the
Situation While working with a
lacrosse scoop
partner
SWBAT demonstrate understanding of scooping
During closure
Criteria At least 3 out of 5 times. At least 90% accuracy
cues
Show a positive attitude and enthusiasm
While working with their peers
100% of the time
State standard targeted (indicate standard(s), numbers) and write out standard(s) 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Assessment for measuring performance criteria Affective teacher Observation
My goal for improving my teaching Find a quick and easy way to put the students with partners
Equipment and resources needed 50 lacrosse sticks, lacrosse balls
Alternative activities for students with special needs (those unable to participate in regular
activities with modifications) Make sure the students are getting taught the correct cues
Instructional / practice time / organization (see other side)
Reflection.
A. No, for today's lesson I had a teacher affective observation. Sadly walking around the
gym I was disappointed in my students comments about their peer coaches and players. Also before our challenge game, I asked the students if they though their coach was doing a good job teaching them, and only about half raised their hand. I then asked them if they thought themselves they did a good job coaching, and only about half raised their hands again. B.
I used a teacher affective observation, while the students were players and coaches, I was
going to walk around the room and listen to the students comments to one another on the
cues that they were needing to learn, as well as how to perform the skill, and the drill that I wanted them to do. In order to do this assessment, it was difficult for me to give feedback to all the students as well as try to listen for the comments, I would have liked to have been able to move around and hear more comments. C. Yes, the assessment did accurately measure the students learning, it allowed me to see how well the students were working with their peers, if they were listening to their peer coaches, and also listening as players following directions from their coach. I could see that at this point the students were not loving the peer model, because it was difficult for them to listen to their peers, as well as give feedback. When talking to my cooperating teaching about this she said it may have to do with her students never being put in that situation. Never being responsible for someone else's learning, although that is no excuse.
D. For my next lesson, I want to be sure that I talk to the students about how important they are as both players and coaches. And that I am depending on them to help me teach their peers. Hopefully by doing this and making the roles seem more important, the students will become more engaged in their peer learning.
Georgia State University PE Lesson Plan Name: Karli Klein
Date: 2-16-10
Class/grade level: 4th grade
Unit/Theme:
Lacrosse
Semester: Spring 10
Class: ST
Date to be taught: 2-18-10 Lesson #:
6
of
8
Skills already developed by students: Throwing, Catching, cradling What happened during last lesson?
Students practices throwing and catching in different situations
Lesson objective (s): Domain Performance 1 | Psychomotor SWBAT perform throw and catch using correct form 2 Cognitive SWBAT demonstrate understanding of different lacrosse skills 3 ' Affective Show a positive attitude and enthusiasm
Situation While playing in a game like situation
At least 3 out of 5 times.
During closer
At least 90% accuracy
While working with their peers
100% of the time
State standard targeted (indicate standard(s), number(s) and write out standard(s) 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Assessment for measuring performance criteria Verbal
My goal for improving my teaching Find a quick and easy way to put the students with partners Equipment and resources needed 50 lacrosse sticks, lacrosse balls
Alternative activities for students with special needs (those unable to participate in regular Make sure the students are getting taught the correct cues
Instructional/practice time/organization (see other side)
Reflection. A. Yes, my students did meet the learning objectives for the day by being able to tell me the different cues to different lacrosse skills.
B. I used a verbal teacher assessment for this, by doing this during closure like I did the last time. I was able to ask the students questions and have them answer them correctly. In
order to do this assessment during closure, I had to make sure that all the students were sitting quietly and no one was blurting out answers to the questions. C. The assessment did measure the students learning, the only problem with the assessment
was that each student only had to give me one cue and they were good to go instead of
giving me all of the cues for the skill. During the closure 1 would give the students one of our lacrosse skills, and they would have to raise their hand and tell me one of the cues for that skill, if they told me correctly they could line up, if they told me a wrong cue, they would have to stay seated and wait until I called on them another time. This allowed me to make sure that every student had answered one questions correctly. D. For the next lesson, when we have our games going on, my teacher has 4 different colored sticks. When I have them get to games, I am going to make sure that each team has a different color stick so it is not only easier for them to tell who is on their team, but it is also easier for me to watch and know who is on who's team so I can help them
Georgia State University PE Lesson Plan Name: Karli Klein
Date: 2-21-10
Class/grade level: 4th grade Unit/Theme:
Lacrosse
Semester: Spring 10
Class: ST
Date to be taught: 2-23-10 Lesson #:
7
of
8
Skills already developed by students: Throwing, Catching, cradling, scooping
What happened during last lesson? Students scooping, cradling, throwing and catching while moving
Lesson objective (s): Domain 1
2
Psychomotor
Cognitive
Performance
Situation While performing
Criteria At least 4 out of 5
and catch using correct form
drills with their group
times.
SWBAT demonstrate
On an exit slip
At least 90% accuracy
While working with
100% of the time
SWBAT perform throw
understanding of different lacrosse skills 3
Affective
Show a positive attitude and enthusiasm
their peers
State standard targeted (indicate standard(s), numbers) and write out standard(s) 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Assessment for measuring performance criteria Exit slip
My goal for improving my teaching Make sure that I wait for the students and do not try to talk over them
Equipment and resources needed 50 lacrosse sticks, lacrosse balls
Alteraative activities for students with special needs (those unable to participate in regular
activities with modifications) Make sure the students are getting taught the correct cues
Instructional / practice time / organization (see other side)
Georgia State University PE Lesson Plan Name: Karii Klein
Date: 2-24-10
Class/grade level: 4th grade Unit/Theme:
Lacrosse
Semester: Spring 10
Class: ST
Date to be taught: 3-1-10 Lesson #: 8 of
8
Skills already developed by students:
Throwing, Catching, cradling, scooping
What happened during last lesson?
Students practiced throwing and catching while moving, as well as playing an end zone game Lesson objective (s): Domain Performance 1 Psychomotor SWBAT throw the ball using correct form 2
Cognitive
3
Affective
Situation During a psychomotor post
Criteria At least 4 out of 5 times.
assessment
SWBAT demonstrate understanding of different lacrosse skills Show a positive attitude and enthusiasm
During a written test
At least 90% accuracy
While working with
100% of the time
their peers
State standard targeted (indicate standard(s), numbers) and write out standard(s) 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Assessment for measuring performance criteria Psychomotor, Written test
My goal for improving my teaching
Make sure that I am watching the students perform all cues when they are being assessed Equipment and resources needed 50 lacrosse sticks, lacrosse balls, hula hoops, pencils, tests
Alternative activities for students with special needs (those unable to participate in regular
activities with modifications) Make sure the students are getting taught the correct cues
Instructional / practice time / organization (see other side)
we are going to do is scrimmage against another team. If you are a 1, 2, 3 or 4. You are going to walk to the red court. Here you are going to play 4 v 4, green
wrist bands against white wrist bands. We are going to play the same rules we did during the end zone and keep away games. Does anyone remember our
rules? Good. Today, there are hoops set up on cones. This is your new goal and it
will make you have to shoot with accuracy to get a point. While you are
playing your games, I will be stopping one group at a time to post assess you
with a psychomotor assessment. This will be the same assessment we did in the very beginning of the unit. Written Assessment: We are now going to take the same written assessment that we took at the beginning of the unit. I have your previous grades and I want to see what you have learned. This test will be averaged in for your grade, so do your best. When I say go find a big open space and when you are done hold your paper nice and high in the air. CFU. Go
Closure: Everyone did a great job today during our games. The post assessments have been a lot better when it came to the skill part. I will check your written assessments tonight and get your grades to you Wednesda
No hitting sticks One bounce
Reflection:
A. Yes, my students met my objective for the day by working cooperatively and completing
both the written test and allowing me to get through their psychomotor assessments. B. The assessments that I am using are both a cognitive multiple choice/ short answer test, as well as a psychomotor teacher observation form. I am going to be performing the
written assessment the same day as I did previously, but the psychomotor assessment I
will be doing differently. To do the assessment, I will have 5 different courts set up, and I will go start at one group and choose one player from each team, when I am done
assessing them I will have them send another player over from their group and so on.
When I am done on their court, the last person from each team will choose someone from the next court to send over to be assessed. By doing this I am allowing the students to be
engaged in combining all the skills we have learning in a more game like situation, rather than having them stand around and do basic drills. C. The assessment did accurately measure the students learning. Through the assessment I was able to see that the students have greatly improved on the psychomotor aspect of lacrosse when it comes to throwing. Hopefully when I go through and grade the students written assessment I will see the same improved results D. Next class I will be letting the students know how they did on their tests and psychomotor assessments, and them I am going to let them play a round robin tournament for the class period.
The following data allows you to see an analysis for the student learning in both the cognitive and psychomotor aspects of the unit. Let's start my focusing on the cognitive
assessments that I did with the students. When I gave the first cognitive assessment several
weeks ago, many of the student's first reaction was to raise their hand and when I got to them, they began to panic because they did not know any of the answers. As you can see by the precognitive test results, which due to the fact thgre-^wereNtwo different classes, I did twojepatate
charts, the scores on the first test ranged fr£mj|0-7p^ttie average of one class bgT^J^
other beingji^ZSr^ot only is that a huge rSig^fbut it is a huge range, of scores thaTTneeded to
improvement with. This test included all sorts of information from where lacrosse came from, to what a lacrosse ball was made of; why people wore mouth guards, to the cues of cradling. Throughout the unit I did my best to touch on every subject that was on the test, and as
you can see, there was a large improvement although there was still a large range of test grades from 10-100, the average in the first class was an 80 and the second was a 73.5! Awesome improvement. One thing that I believe made my data a little iffy was my short answer question. I wanted the students to list 3 cues for each skill, cradling, throwing, and scooping. Maybe students put one cue for each and were done with it, when I spoke with my cooperating teacher about the outcome and asked if I should grade the test differently, she said that the mistake the kids were making was a simple test taking skill, and that they should know how to answer the question that I had asked them. Even though some scored were still low, the improvement was amazing ranging from 5-65, with the averages being 37 and 28! Although I hoped students test scores would be better, there was a student that went from a 30-95, during the lacrosse unit, id say that shows that the students defiantly met their cognitive learning goals. Moving onto the pre/post psychomotor assessment I did with the children, for this assessment, I simply asked the students to throw the lacrosse ball into the wall. I was looking for the students to show me 5 different cues while they were throwing, they would throw the ball 5 times in a row, and I would give them one point for each different cue I saw, totaling up to 25 points if they threw perfect all 5 times. This allowed me to begin the first class knowing who was able to throw a lacrosse ball, which was not, and already gave me an idea of what I needed to slow down with and sleep up with. For my pre-assessment there again was a wide range of skill, watching some of the students I could see that they had played lacrosse, and a few others although they did not play lacrosse had a very natural throw. The students ranged from 11-22, with an average of about 15. Here is where I first began to worry about the different array of students I was going to be teaching the same skills. To my surprise, I was seeing improvement in the students overnight, then next class I saw them there were there ready and eager to play. By the post assessment, the range had changed drastically, 15-25! The first time I had done this assessment the class average was a 15, now by the post assessment, the lowest assessment grade matched that average. With the next post average being about a 21.5! Students had showed me that they were there all those classes, and they were working at getting better at the skills that I had been teaching them. I could see the students getting better, but until I made the chart it was hard for me to see. The average student improved their psychomotor assessment by about 6 points. That's at least another cue correct on each throw that they were doing. Seeing that the students had been able to up their range and up their average by 6.5 percent shows me that the students did get to meet their learning objective for the psychomotor portion. When it comes to the affective domain, it is either hit or miss. Some days your students are in the mood to be cooperative, enthusiastic, cheerful, and supportive, and others, they aren't.
In a few of my affective assessments I was walking around the class during the player/coaches
time, and I was very upset to see that the amount of communication going on between the player
and the coach was not always positive, and some students were not taking advantage of the help that their coaches were providing for them, that I taught them and told them to tell their players! When I brought the students in for grapes, and asked them, raise your hand if you think that your coach is doing a good job telling you the cues, and then watching you and helping you if your are performing the skill incorrect, only about half of the students raised their hands. I then asked the
students, if you think that you are doing a good job being the coach and only about half the students raised their hands. This was one thing that I really wanted to change; it made me think
that maybe the students aren't having fun with the peer model, and that maybe the tasks that I am giving them are too boring. Another assessment I did was watching the students during a challenge game. During this game students were in groups of 3 or 4, and I was thrilled when I was no some, but all of the students cheering on their team members and cheering for their team. Looking around the gym while this game went on I was able to see every kid smile, laugh, and cheer, which showed a big difference from the enthusiasm the other day. And finally, when it came time to fill out the student perception surveys on the models, I wasn't surprised to see the students making down the smile face for enjoying the mode and working with a tutor or coach.
DECARLO- 4th GRADE LACROSSE Raw Pre and Post Data Table
HYDRICK- 4th GRADE LACROSSE Raw Pre and Post Data Table
Lacrosse Lesson 1 and 8 Assessments- Pre/Post Tests Psvchomotor Assessment
Lacrosse Throw Pre/Post-Assessment
Directions: Each student must perform the lacrosse throw using correct form as defined below. Each of 5 criteria for the shot is 1 point. For example, if a student performs 3 of 5 criteria for trial 1, then their score for trial 1 is 3. There are a possible 25 points total.
Cognitive Assessment Lacrosse Unit: Pre/Post-Test Name:
1.
Teacher:
Lacrosse was created by a. The British b. American Indians
c.
Eskimos
d.
Vikings
2. When cradling, your arms should look like what? a. b. c. d.
3.
Arms should look like you are cradling a baby Arms should be crossed Arms should look like a door hinge
None of the above
Why are mouth guards worn? a. To keep teeth white
b. To prevent concussions c. To promote lacrosse fashion trend d. Part of the uniform
4. There are
players per team on the field in men's lacrosse.
players per team on the field in women's lacrosse.
6. What skill is not a part of lacrosse? a. b.
Cradling Tackling
c.
Passing
d.
Scooping
7. In men's lacrosse, all of the following equipment is required except a. Helmet b. Goggles c.
K'
Gloves
d. Rib pads
8. A goal made in lacrosse counts for a. 1
b.
point (s) ^
KJ'
2
c.
3
d.
4
9. When Native Americans played lacrosse, a game stretched on for days and the goals could be 15 miles apart.
is a term used to describe guarding an opponent within a
12. Your little brother or sister wants you to teach them to play lacrosse. List 3 cues for each skill to teach them the following: 1. Cradle, 2. Scoop, and 3. Throw.
Lacrosse Lesson 2- Exit Slip- Cognitive Lacrosse Throw
Name:
Date:
Teacher:
1. Why is throwing important in Lacrosse?
2. What are the 4 cues we learned for throwing a lacrosse ball? 1. 2.
3. 4.
Lacrosse Lesson 3- Exit Slip- Cognitive Lacrosse Scooping and Cradling
Name:
Date:
Teacher:
1. List the 4 cues we learned for scooping. 1. 2. 3.
4.
2. List the 4 cues we learned for cradling. 1. 2.
3. 4.
Lacrosse Lesson 4- Teacher Observation- Affective Teacher Observation- Affective Domain Directions: During class today, while the students are playing their challenge game, observe the students looking for students who are enthusiastic, cheering, and supportive of their classmates. Each time you see a student who is not engaged, and is not showing the enthusiasm, cheer, or support, mark down a tally on the sheet, or write the students name down. This will allow you to see the percent of students that are showing these affective traits during your class period.
Lacrosse Lesson 5- Teacher Observation- Affective Teacher Observation Form- Affective Domain Directions: During the coaches teaching time, walk around and listen to the comments of the students, mark down if the comment is positive, negative, or there is no comment on the coaches part at all. This will allow you to see the kind of feedback students are giving/getting, and if they are even getting feedback at all.
Lesson 6-Verbal Assessment- Cognitive For this lesson I did not actually have a formative assessment. The way that I assessed the student was by having them answer questions about all of the skill we have learned up to this point, as well as random questions that are going to be on the students post exam that they have already seen on their pre exam but were unfamiliar with them at the time before we had learned them.
Lesson 7- Exit Slip- Cognitive Assessment Lacrosse Skills
Name:
_Date:
Teacher:
1. List at least 3 cues for throwing a lacrosse ball.
2. List at least 3 cues for cradling a lacrosse ball.
3. List at least 3 cues for scooping a lacrosse ball.
The Teacher
a.
What do I already know?
i. b.
What experience do I have?
i. c.
Lacrosse-1 played lacrosse for two years when I was in high school.
Where can I go to gain knowledge?
i.
2.
Lacrosse- know basic skills and rules of the game.
Refer back to some books and use Physical Education websites to heighten my levels of understanding. (Children Moving, PE Central)
The Students a.
How many?
The average depending on band and orchestra is about 50 students. b.
How many and who have special needs? 1-2 students
c.
What are the special needs? How to modify?
d.
Autistic, mild learning disabilities What developmental level are the students at? Utilization
3.
Content
a.
4.
What do students need to know about the content?
Students need to be able to recognize and perform the basic skills in lacrosse
b.
What content is covered?
c.
Cradling, Passing, Catching, Shooting, offensive strategies, defensive strategies. Order/Progression of Content (see Block Plans attached)
Available Resources
a.
Number of lessons and minutes in each lesson
i. b.
Facilities
i. c.
Whole gym is available daily, also space outside if weather permits.
Ratio of Equipment
i. d.
Dance-10 lessons, 40 minutes per lesson
Each student will have a Lacrosse stick as well as a lacrosse ball.
Do I have to modify equipment? No
Rationale Teaching at Brandon Morris, I showed up knowing that the school was highly ranked in
the State, but not knowing what model may work with them. Talking to my cooperating teacher and seeing how students act around one another, I have decided to teach the students through the
peer model. At Brandon Morris, cooperation and students working together and figuring thing out on their own is strongly stressed. By having the students work through the peer model, all
students will have the opportunity to not only be the coach, but also have to cooperate and listen to the peer when they are the player. This will allow the students to learn to cooperate better with one another and also provide each student to have an opportunity to be a leader.
4 Grade Lacrosse Unit- Peer Model Monday 2/1/10
X>eer model (4th) Lacrosse I: Pre-
iissessincnl stations, written lest
Tuesday 2/2/10
Wednesday 2/3/10
4. Peer model (4th)
5. Peer model (4lTlT
Lacrosse I: Preassessment stations,
written test
Lacrosse 2; Learn
Hi rowing and Catching
ft. Peer model
Lacrosse 2; Learn
Throwing and Catching
Friday 2/5/10 1. Peer model (4lfl| Lacrosse 3: Review throwing arid catching. Learn cradling and scooping
Monday 2/8/10 2, 1'eer model (4 J Lacrosse 3: Review
throwing and catching, Learn cradling and
Tuesday 2/9/10
3. Peer model () Lacrosse 4: Review
cradling ami scoopiag, learn defensive
scooping
strategies
Monday 2/15/10
Tuesday 2/16/1Q
No School
Tuesday 2/23/1 ft
Lsicrossc 9: Review
5. Peer model (4'h) Lacrosse 8: Post-
n
■
•
■ ill
game play, tournament
i
assessment stations, written test
JVlondaj^J/L/lO.
Lacrosse 4: Review cradling and scooping, learn defensive
LJ'ecr model f41h) Lacrosse 6: Review
Monday 2/22/10 A
4. Peermotie}(4[jl)
strategies
No School
4. Peer model f4"'1
J Wednesday 2/10/jp
Make up day if
Make up day if
necessary
necessary
5. Peer model (4"') Lacrosse 5: Review defensive strategies,
Friday 2/12/10 6. Peer model (4th 1 Lacrosse 5: Review
strategics
defensive strategies, learn offensive strategies
Thursday 2/18/10
Friday 2/19/10
learn offensive
J. Peer mndeJ (411')
offensive strategies, learn games
2. Peer model (4"') Lacrosse 6: Review
offensive strategies,
game play, tournament
Wednesday 2/24/10
Thursday 2/25/10
Friday 2/26/10
.LJump Rope for Heart
2.Jump Rope for Hear!
Thursday 3/4/10
Friday 3/5/10
6. Peer model Lacrosse S: Postassesstneni stations,
learn games play
Lacrosse 9: Review
written test
Wednesday 3/3/11
3.
Thursday 2/11/10
s.
Make up day if necessary
Major Learning Goals/Obiectives for Peer Model- Lacrosse
Unit 4th Grade
1
Psychomotor: SWBAT perform the basic skills used in lacrosse such as throwing, catching, scooping, and cradling, during a game like situation with correct form 90 percent of the time.
2. Cognitive: SWBAT Demonstrate the roles and duties of an effective coach, as well as complete a written test/exit slips on the material that will be taught to them.
3. Affective: SWBAT Show a positive attitude and enthusiasm while working with their classmates in the peer model 100% of the time.
♦There are broad goals and objectives for the students I will be working with. Including in my daily lesson plans there will be a more detailed description of the goals and objectives I have for
the students each day that they are in physical education class.
Lacrosse Unit: Pre/Post- Cognitive Assessment
Name:
1.
Teacher:
Lacrosse was created by a. The British
b. c. d.
American Indians Eskimos Vikings
2.
When a. b. c. d.
cradling, your arms should look like what? Arms should look like you are cradling a baby Arms should be crossed Arms should look like a door hinge None of the above
3.
Why are mouth guards worn? a.
To keep teeth white
b. c. d.
To prevent concussions To promote lacrosse fashion trend Part of the uniform
4. There are
5.
a.
7
b. c. d.
10 12 13
There are a.
players per team on the field in men's lacrosse.
players per team on the field in women's lacrosse.
7
b.
10
c.
12
d.
13
6.
What skill is not a part of lacrosse? a. Cradling b. Tackling c. Passing d. Scooping
7.
In men's lacrosse, all of the following equipment is required except, a. Helmet b. Goggles
c. d.
Gloves Rib pads
8. A goal made in lacrosse counts for a.
1
b.
2
c.
3
d.
4
point (s)
9. When Native Americans played lacrosse, a game stretched on for days and the goals could be 15 miles apart. a.
True
b.
False
10. In lacrosse
sticks length away. a.
Blocking
b.
Marking
c.
Picking
d.
Slashing
is a term used to describe guarding an opponent within a
11. A lacrosse ball is made of solid rubber. a.
True
b. False
12. Your little brother or sister wants you to teach them to play lacrosse. List 3 cues to teach them the following skills: cradle, scoop, throw and catch.
Lacrosse Throw Pre/oost- Psvchomotor Assessment
Assessment Plan For my unit I will be using several different assessments to see if my students are learning the material that is provided.
Psychomotor- During the Unit because I am teaching through the peer model I will have my coaches either give me a thumbs up or thumbs down when they are teaching their group the
different skills used in lacrosse. This will allows me to see how well they are performing and if they are improving throughout. I will also be keeping a record of the number or percent of the
thumbs up and down.
Cognitive- Throughout the unit I will also be providing my students with exit slips so I can test their knowledge of what they have learning. I will also assess them during closure by asking them questions. In the peer model I will ask them several times why it is important to be able to work with their peers to make sure that they are learning how to work with others and actual be cooperative not only with each other but also with myself.
Affective-1 will assess students affectively by using a smile or frown face on the wall. As well as teacher checklists. I feel it is important for students to show me how they think that have done during class. Whether they have been cooperative, or they could have done better. At this age there are some leaders and some followers, I wanted the students to see for themselves where
they are and discuss how they could improve.
Georgia State University PE Lesson Plan Name: Karli Klein
Date: 1/23/10
Class/grade level: 4th grade Unit/Theme:
Lacrosse
Semester: Spring 10
Class: ST
Date to be taught: Lesson #:
1
of
8
Skills already developed by students: n/a
What happened during last lesson? n/a Lesson objective (s):
SWBAT perform the skills
Situation While at different
At least 3 out of 5
used in the game of
stations with their
times.
lacrosse
group
SWBAT demonstrate
During a written test
At least 90% accuracy
While working with
100% of the time
Domain
1 I Psychomotor
2 ; Cognitive
Performance
Criteria
understanding of basic
3
Affective
lacrosse Show a positive attitude and enthusiasm
their peers
State standard targeted (indicate standard(s), number(s) and write out standard(s) 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles,
strategies, and tactics as they apply to the learning and performance of physical activities. 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Assessment for measuring performance criteria Teacher assessment, Written test
My goal for improving my teaching
Make sure that I am in a good placement so I can not only assess students but I can also see what is going on in the rest of the gym.
Equipment and resources needed 20 lacrosse sticks, lacrosse balls, tape, goals
activities with modifications) Make the targets bigger
Reflection:
A. Yes, my students did meet all of the learning objectives for the first day. Although they met all of the domains, the degree in which they completed them did not reach my
expectations, I thought that as 4th graders the students would know more, and be more
experienced with lacrosse so I have to slow down. B. The formative assessment I used today was a cognitive written test, accompanied by a
teacher psychomotor checklist. In order to administer the assessment to 55 students, I thought that the best way to go about the psychomotor assessment was to use different
skill stations, and I would be at one station assessing the skill that was being performed at that one station. This took time away from my assessment because I had to scramble around and demonstrate the stations to the kids before getting stated. In order to administer the written test I had to make sure that I had a test for each child, as well as a pencil. I also had to be sure to have enough space in the gym that I could spread the kids out and still be able to watch them and keep them from cheating. C. The assessment did accurately measure the students learning because I was able to see what the students were coming into the unit knowing, my main concern is the different skill levels throughout my group.
D. For the next lesson, one thing I positively need to go over before I let them touch anything are the safety precautions that come into play during lacrosse. With 55 students running around the gym with a 4 foot long pole not knowing what to do with it there is bound to be accidents, luckily today I had my cooperating teacher there helping out
watching the 5 other stations that were going on while I was tied up assessing the 6lh.
Georgia State University PE Lesson Plan Name: Karli Klein
Date: 1/23/10
Class/grade level: 4th grade Unit/Theme:
Lacrosse
Semester: Spring 10
Date to be taught: Lesson #:
2
Class: ST
of
g,
Skills already developed by students:
n/a
What happened during last lesson? Students were pre-assessed through stations and a written test. Lesson objective (s): Domain _ Performance 1 i Psychomotor SWB AT perform the overhead throw and catch 2 Cognitive SWBAT demonstrate understanding of throwing
Situation
Criteria
While working with a At ieast 3 out of 5 partner
times.
During on a exit slip
At least 90% accuracy
While working with their peers
100% of the time
cues
3
Affective
Show a positive attitude and enthusiasm
State standard targeted (indicate standard(s), numbers) and write out standard(s)
1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Assessment for measuring performance criteria Exit Slip
My goal for improving my teaching
Have the equipment it a good place for pick up and make sure that I am watching for safety issues.
Equipment and resources needed 20 lacrosse sticks, lacrosse balls
Alternative activities for students with special needs (those unable to participate in regular
activities with modifications) Make the targets bigger
Instructional / practice time / organization (see other side)
Reflection:
A. Yes, the students did meet my learning objectives for the day, although it was in a different way than I had planned, instead of an exit slip, I did a verbal assessment with the class at the end of class on the cues of throwing.
B. I would have used a written cognitive exit slip, but due to my lack of time management in my first time teaching peer model, I ran out of time and was not able to give out exit slips and pencils to each child so they could complete with assessment.
C. As if I would have given the students this assessment, it would have allowed me to assess their cognitive knowledge on the cues for throwing a lacrosse ball. It would have also given me an in site as to how well my coaches were doing teaching their players the different cues although I did review them before our challenge game. D. Based on this lesson, in my next lesson, I need to know to keep track of time better. It is
important that I am able to assess the students so I need to figure out a way to get through my lesson and have enough time at the end of the lesson for me to have some sort of exit slip, or possibly a peer/teacher assessment during.
Georgia State University PE Lesson Plan Name: Karli Klein
Date: 2-3-20
Class/grade level: 4th grade Unit/Theme:
Lacrosse
Semester: Spring 10
Class: ST
Date to be taught: 2-5-10 Lesson #: 3 of
8
Skills already developed by students: Throwing and Catching
What happened during last lesson? Students practices throwing to the wall, and throwing and catching with a partner.
Lesson objective (s): Domain Performance 1 Psychomotor SWBAT perform the Cradle and the scoop 2 Cognitive SWBAT demonstrate understanding of cradling
Situation While working with a
Criteria At least 3 out of 5
partner
times.
On a exit slip
At least 90% accuracy
While working with their peers
100% of the time
and scooping cues
3
Affective
Show a positive attitude and enthusiasm
State standard targeted (indicate standard(s), number(s) and write out standard(s) 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Assessment for measuring performance criteria Exit Slip
My goal for improving my teaching
Make sure that I am sure to know who my coaches are and who my players are so I can help them more.
Equipment and resources needed 25 lacrosse sticks, lacrosse balls
Alternative activities for students with special needs (those unable to participate in regular
activities with modifications) Make sure the students are getting taught the correct cues
Instructional / practice time / organization (see other side)
Time
Activity/Task Development/Safety Issues
1 min.
Organization Management
Critical Elements/Teaching Prompts
Set Induction: Good morning class. Today we are going to continue with our lacrosse unit. Today we are going to work on cradling and scooping. This is important because you need to learn how to pick the ball up off the ground, and also how to run with the ball in your stick. By the end of today's class you will be able to scoop the ball from the center, and cradle the ball back to your area. Again we will Be working through
T-l
the peer model. So remember if you are the coach you have to really try to learn the skill, and if you are the player you are going to have to listen to your coach. Coaches: The first thing we are going to work on is called cradling. Does anyone already know how to cradle? Good. Then you should have no problem teaching your player. Now as the coach, you are first going to tell them, then you are going to show them, then watch them, then finally grade them. Try to be honest when grading them so I will know how long we need to work on the skill and who may need my help. With the cradle
CFU.
Players: The first time you are the player, you are going to put on a name tag, and then staying on the east side of the cones go through your fitness
Open face of stick to your face
High Stick- extend arm of top hand
"L-Shape" and "keep elbow pinned to side" - arm of bottom hand "Open & Close the Gate" - while keeping elbow pinned to side allow forearm to swing out away from then across body
Side to Side" Big Cradle to Right and Left sides of body to use centrifugal force to keep ball in stick
Reflection
J
J
Reflection:
A. Yes my students did reach my learning objectives, but again, not with the route I had planned for the student. I decided to try another exit slip, and it failed. With 55 students, and a 40 minute class. I have come to realization that exit slips are very difficult to do on a daily basis, especially with the peer model if you want to get through two coaches and a challenge game for the students. B. I would have used an exit slip to assess my students, but again 1 got caught by time, and had to do a verbal assessment to the cues of cradling and scooping. In order to administer my verbal assessment, I had the students sitting in grapes quietly. While they were sitting
there, I would ask for different cues for each skill, if a student gave me a cue, I would allow them to line up, I was going to only do this for each skill once, but surprisingly it went very quickly and I was able to line everyone up by them answering a question, so it actually turned out being a decent assessment.
C. As if I would have handed out the assessment I believe that it would have accurately measured the students learning. This is because my goal is to have these students learn different skills that are used in lacrosse. If they are able to at least know the cues cognitively, they know what they need to work on as an individual, or as a peer when they are teaching or being a player.
D. In my next lesson, I know to steer clear of a written assessment. I may try another exit slip down the road in the unit, but for now, I am going to be sticking with other types of assessments so I can be sure to get some sort of data on the students
Georgia State University PE Lesson Plan Name: Karli Klein
Date: 2-7-10
Class/grade level: 4th grade Unit/Theme:
Lacrosse
Semester: Spring 10
Class: ST
Date to be taught: 2-9-10 Lesson #:
4
of
8
Skills already developed by students: Throwing, Catching, cradling
What happened during last lesson? Students practiced cradling while running around different obstacles. Lesson objective (s):
1 2
Domain Psychomotor Cognitive
Performance SVVBAT perform the lacrosse scoop SVVBAT demonstrate
Situation While working with a partner
On a exit slip
Criteria At least 3 out of 5 times. At least 90% accuracy
understanding of scooping cues
3
Affective
Show a positive attitude and enthusiasm
While working with their peers and during closure
100% of the time
State standard targeted (indicate standard(s), numbers) and write out standard(s) 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Assessment for measuring performance criteria Affective teacher observation
My goal for improving my teaching
Find a quick and easy way to put the students with partners Equipment and resources needed 50 lacrosse sticks, lacrosse balls
Alternative activities for students with special needs (those unable to participate in regular
activities with modifications) Make sure the students are getting taught the correct cues
Instructional / practice time / organization (see other side)
Time
Activity/Task Development/Safety Issues
1 min.
Organization Management
Critical Elements/Teaching Prompts
Set Induction: Good morning class. Today we are going to continue with our lacrosse unit. Today we are going to work on scooping, combined with cradling, and throwing and catching! So
today is a big day. T-l
Coaches 1: The next thing we are going to work on is scooping. There is a lot of
the time during lacrosse when the ball is dropped during play, especially at the beginner level. So it is very important to be able to scoop the ball up off the ground so your team can get or maintain possession of the ball. You are going to need to learn the scoop, then go tell,
show, watch and grade your players. Make sure that you are telling them the different cues for the scoop. We are going to be doing the rake scoop, we will
practice this for about 2 minutes. Players: This is your first time being a
player, so you are going to need to put a name tag on, and then you can work on T-2
cradling that you just taught. CFU Coaches 1: The next thing we are going to work on scooping while moving.
There is a lot of the time during lacrosse when the ball is dropped during play, especially at the beginner level. So it is very important to be able to scoop the jail up off the ground so your team can
-Grip- Similar to throwing, but place top hand closer to the head of the stick. -Body Position- arms extended, stick parallel to the ground, lower hips and
bend the knees
-Transfer- stick level and behind ball, scoop through the ball.
-Finish- Bring the stick close to the
body at face level and continue to run
gaining balance.
Reflection
J
J
Reflection:
A. Yes, Today I did a general teacher observation during a new challenge game that we played. I was extremely thrilled to see students encouraging their classmates and cheering
on their team. Looking around the gym while the game was going on there was not one student who wasn't involved in the game cheering and smiling for the team/classmate. B. Today I did a very general assessment, while the students were playing their challenge game. I decided I would do an affective assessment, this assessment would simply be looking around the gym at the students watching their engagement in the activity. From this I would then mark down how many student I saw that were not involved,
participating, and engaged. From here I would have a rationale as to why I thought students were not engaged, and why I thought some were. C. The assessment did measure student learning in the affective domain, I was able to see the students being supportive and having a positive attitude, by simply looking around the room and watching the students while they played a lacrosse game that included all the skills we have learned thus far. D. Based on this lesson, I have decided that my challenge game worked great with these students, not only did they love it, but they were all moving, and there were working on all the lacrosse skills that I want them to be working on. I believe that I am going to let them try the challenge game again because we only had a short time to play today. But next class I am going to make the groups even smaller so the students have to go more.
Georgia State University PE Lesson Plan Name: Karli Klein
Date: 2-7-10
Class/grade level: 4* grade Unit/Theme:
Lacrosse
Semester: Spring 10
Class: ST
Date to be taught: 2-9-10 Lesson #:
5
of
8
Skills already developed by students: Throwing, Catching, cradling, scooping
What happened during last lesson? Students practiced cradling while running around different obstacles. Lesson objective (s): Domain 1
Psychomotor
2
Cognitive
3
Affective
Performance SWBAT perform the
Situation While working with a
lacrosse scoop
partner
SWBAT demonstrate understanding of scooping
During closure
Criteria At least 3 out of 5 times. At least 90% accuracy
cues
Show a positive attitude and enthusiasm
While working with their peers
100% of the time
State standard targeted (indicate standard(s), numbers) and write out standard(s) 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Assessment for measuring performance criteria Affective teacher Observation
My goal for improving my teaching Find a quick and easy way to put the students with partners
Equipment and resources needed 50 lacrosse sticks, lacrosse balls
Alternative activities for students with special needs (those unable to participate in regular
activities with modifications) Make sure the students are getting taught the correct cues
Instructional / practice time / organization (see other side)
Reflection.
A. No, for today's lesson I had a teacher affective observation. Sadly walking around the
gym I was disappointed in my students comments about their peer coaches and players. Also before our challenge game, I asked the students if they though their coach was doing a good job teaching them, and only about half raised their hand. I then asked them if they thought themselves they did a good job coaching, and only about half raised their hands again. B.
I used a teacher affective observation, while the students were players and coaches, I was
going to walk around the room and listen to the students comments to one another on the
cues that they were needing to learn, as well as how to perform the skill, and the drill that I wanted them to do. In order to do this assessment, it was difficult for me to give feedback to all the students as well as try to listen for the comments, I would have liked to have been able to move around and hear more comments. C. Yes, the assessment did accurately measure the students learning, it allowed me to see how well the students were working with their peers, if they were listening to their peer coaches, and also listening as players following directions from their coach. I could see that at this point the students were not loving the peer model, because it was difficult for them to listen to their peers, as well as give feedback. When talking to my cooperating teaching about this she said it may have to do with her students never being put in that situation. Never being responsible for someone else's learning, although that is no excuse.
D. For my next lesson, I want to be sure that I talk to the students about how important they are as both players and coaches. And that I am depending on them to help me teach their peers. Hopefully by doing this and making the roles seem more important, the students will become more engaged in their peer learning.
Georgia State University PE Lesson Plan Name: Karli Klein
Date: 2-16-10
Class/grade level: 4th grade
Unit/Theme:
Lacrosse
Semester: Spring 10
Class: ST
Date to be taught: 2-18-10 Lesson #:
6
of
8
Skills already developed by students: Throwing, Catching, cradling What happened during last lesson?
Students practices throwing and catching in different situations
Lesson objective (s): Domain Performance 1 | Psychomotor SWBAT perform throw and catch using correct form 2 Cognitive SWBAT demonstrate understanding of different lacrosse skills 3 ' Affective Show a positive attitude and enthusiasm
Situation While playing in a game like situation
At least 3 out of 5 times.
During closer
At least 90% accuracy
While working with their peers
100% of the time
State standard targeted (indicate standard(s), number(s) and write out standard(s) 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Assessment for measuring performance criteria Verbal
My goal for improving my teaching Find a quick and easy way to put the students with partners Equipment and resources needed 50 lacrosse sticks, lacrosse balls
Alternative activities for students with special needs (those unable to participate in regular Make sure the students are getting taught the correct cues
Instructional/practice time/organization (see other side)
Reflection. A. Yes, my students did meet the learning objectives for the day by being able to tell me the different cues to different lacrosse skills.
B. I used a verbal teacher assessment for this, by doing this during closure like I did the last time. I was able to ask the students questions and have them answer them correctly. In
order to do this assessment during closure, I had to make sure that all the students were sitting quietly and no one was blurting out answers to the questions. C. The assessment did measure the students learning, the only problem with the assessment
was that each student only had to give me one cue and they were good to go instead of
giving me all of the cues for the skill. During the closure 1 would give the students one of our lacrosse skills, and they would have to raise their hand and tell me one of the cues for that skill, if they told me correctly they could line up, if they told me a wrong cue, they would have to stay seated and wait until I called on them another time. This allowed me to make sure that every student had answered one questions correctly. D. For the next lesson, when we have our games going on, my teacher has 4 different colored sticks. When I have them get to games, I am going to make sure that each team has a different color stick so it is not only easier for them to tell who is on their team, but it is also easier for me to watch and know who is on who's team so I can help them
Georgia State University PE Lesson Plan Name: Karli Klein
Date: 2-21-10
Class/grade level: 4th grade Unit/Theme:
Lacrosse
Semester: Spring 10
Class: ST
Date to be taught: 2-23-10 Lesson #:
7
of
8
Skills already developed by students: Throwing, Catching, cradling, scooping
What happened during last lesson? Students scooping, cradling, throwing and catching while moving
Lesson objective (s): Domain 1
2
Psychomotor
Cognitive
Performance
Situation While performing
Criteria At least 4 out of 5
and catch using correct form
drills with their group
times.
SWBAT demonstrate
On an exit slip
At least 90% accuracy
While working with
100% of the time
SWBAT perform throw
understanding of different lacrosse skills 3
Affective
Show a positive attitude and enthusiasm
their peers
State standard targeted (indicate standard(s), numbers) and write out standard(s) 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Assessment for measuring performance criteria Exit slip
My goal for improving my teaching Make sure that I wait for the students and do not try to talk over them
Equipment and resources needed 50 lacrosse sticks, lacrosse balls
Alteraative activities for students with special needs (those unable to participate in regular
activities with modifications) Make sure the students are getting taught the correct cues
Instructional / practice time / organization (see other side)
Georgia State University PE Lesson Plan Name: Karii Klein
Date: 2-24-10
Class/grade level: 4th grade Unit/Theme:
Lacrosse
Semester: Spring 10
Class: ST
Date to be taught: 3-1-10 Lesson #: 8 of
8
Skills already developed by students:
Throwing, Catching, cradling, scooping
What happened during last lesson?
Students practiced throwing and catching while moving, as well as playing an end zone game Lesson objective (s): Domain Performance 1 Psychomotor SWBAT throw the ball using correct form 2
Cognitive
3
Affective
Situation During a psychomotor post
Criteria At least 4 out of 5 times.
assessment
SWBAT demonstrate understanding of different lacrosse skills Show a positive attitude and enthusiasm
During a written test
At least 90% accuracy
While working with
100% of the time
their peers
State standard targeted (indicate standard(s), numbers) and write out standard(s) 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Assessment for measuring performance criteria Psychomotor, Written test
My goal for improving my teaching
Make sure that I am watching the students perform all cues when they are being assessed Equipment and resources needed 50 lacrosse sticks, lacrosse balls, hula hoops, pencils, tests
Alternative activities for students with special needs (those unable to participate in regular
activities with modifications) Make sure the students are getting taught the correct cues
Instructional / practice time / organization (see other side)
we are going to do is scrimmage against another team. If you are a 1, 2, 3 or 4. You are going to walk to the red court. Here you are going to play 4 v 4, green
wrist bands against white wrist bands. We are going to play the same rules we did during the end zone and keep away games. Does anyone remember our
rules? Good. Today, there are hoops set up on cones. This is your new goal and it
will make you have to shoot with accuracy to get a point. While you are
playing your games, I will be stopping one group at a time to post assess you
with a psychomotor assessment. This will be the same assessment we did in the very beginning of the unit. Written Assessment: We are now going to take the same written assessment that we took at the beginning of the unit. I have your previous grades and I want to see what you have learned. This test will be averaged in for your grade, so do your best. When I say go find a big open space and when you are done hold your paper nice and high in the air. CFU. Go
Closure: Everyone did a great job today during our games. The post assessments have been a lot better when it came to the skill part. I will check your written assessments tonight and get your grades to you Wednesda
No hitting sticks One bounce
Reflection:
A. Yes, my students met my objective for the day by working cooperatively and completing
both the written test and allowing me to get through their psychomotor assessments. B. The assessments that I am using are both a cognitive multiple choice/ short answer test, as well as a psychomotor teacher observation form. I am going to be performing the
written assessment the same day as I did previously, but the psychomotor assessment I
will be doing differently. To do the assessment, I will have 5 different courts set up, and I will go start at one group and choose one player from each team, when I am done
assessing them I will have them send another player over from their group and so on.
When I am done on their court, the last person from each team will choose someone from the next court to send over to be assessed. By doing this I am allowing the students to be
engaged in combining all the skills we have learning in a more game like situation, rather than having them stand around and do basic drills. C. The assessment did accurately measure the students learning. Through the assessment I was able to see that the students have greatly improved on the psychomotor aspect of lacrosse when it comes to throwing. Hopefully when I go through and grade the students written assessment I will see the same improved results D. Next class I will be letting the students know how they did on their tests and psychomotor assessments, and them I am going to let them play a round robin tournament for the class period.
The following data allows you to see an analysis for the student learning in both the cognitive and psychomotor aspects of the unit. Let's start my focusing on the cognitive
assessments that I did with the students. When I gave the first cognitive assessment several
weeks ago, many of the student's first reaction was to raise their hand and when I got to them, they began to panic because they did not know any of the answers. As you can see by the precognitive test results, which due to the fact thgre-^wereNtwo different classes, I did twojepatate
charts, the scores on the first test ranged fr£mj|0-7p^ttie average of one class bgT^J^
other beingji^ZSr^ot only is that a huge rSig^fbut it is a huge range, of scores thaTTneeded to
improvement with. This test included all sorts of information from where lacrosse came from, to what a lacrosse ball was made of; why people wore mouth guards, to the cues of cradling. Throughout the unit I did my best to touch on every subject that was on the test, and as
you can see, there was a large improvement although there was still a large range of test grades from 10-100, the average in the first class was an 80 and the second was a 73.5! Awesome improvement. One thing that I believe made my data a little iffy was my short answer question. I wanted the students to list 3 cues for each skill, cradling, throwing, and scooping. Maybe students put one cue for each and were done with it, when I spoke with my cooperating teacher about the outcome and asked if I should grade the test differently, she said that the mistake the kids were making was a simple test taking skill, and that they should know how to answer the question that I had asked them. Even though some scored were still low, the improvement was amazing ranging from 5-65, with the averages being 37 and 28! Although I hoped students test scores would be better, there was a student that went from a 30-95, during the lacrosse unit, id say that shows that the students defiantly met their cognitive learning goals. Moving onto the pre/post psychomotor assessment I did with the children, for this assessment, I simply asked the students to throw the lacrosse ball into the wall. I was looking for the students to show me 5 different cues while they were throwing, they would throw the ball 5 times in a row, and I would give them one point for each different cue I saw, totaling up to 25 points if they threw perfect all 5 times. This allowed me to begin the first class knowing who was able to throw a lacrosse ball, which was not, and already gave me an idea of what I needed to slow down with and sleep up with. For my pre-assessment there again was a wide range of skill, watching some of the students I could see that they had played lacrosse, and a few others although they did not play lacrosse had a very natural throw. The students ranged from 11-22, with an average of about 15. Here is where I first began to worry about the different array of students I was going to be teaching the same skills. To my surprise, I was seeing improvement in the students overnight, then next class I saw them there were there ready and eager to play. By the post assessment, the range had changed drastically, 15-25! The first time I had done this assessment the class average was a 15, now by the post assessment, the lowest assessment grade matched that average. With the next post average being about a 21.5! Students had showed me that they were there all those classes, and they were working at getting better at the skills that I had been teaching them. I could see the students getting better, but until I made the chart it was hard for me to see. The average student improved their psychomotor assessment by about 6 points. That's at least another cue correct on each throw that they were doing. Seeing that the students had been able to up their range and up their average by 6.5 percent shows me that the students did get to meet their learning objective for the psychomotor portion. When it comes to the affective domain, it is either hit or miss. Some days your students are in the mood to be cooperative, enthusiastic, cheerful, and supportive, and others, they aren't.
In a few of my affective assessments I was walking around the class during the player/coaches
time, and I was very upset to see that the amount of communication going on between the player
and the coach was not always positive, and some students were not taking advantage of the help that their coaches were providing for them, that I taught them and told them to tell their players! When I brought the students in for grapes, and asked them, raise your hand if you think that your coach is doing a good job telling you the cues, and then watching you and helping you if your are performing the skill incorrect, only about half of the students raised their hands. I then asked the
students, if you think that you are doing a good job being the coach and only about half the students raised their hands. This was one thing that I really wanted to change; it made me think
that maybe the students aren't having fun with the peer model, and that maybe the tasks that I am giving them are too boring. Another assessment I did was watching the students during a challenge game. During this game students were in groups of 3 or 4, and I was thrilled when I was no some, but all of the students cheering on their team members and cheering for their team. Looking around the gym while this game went on I was able to see every kid smile, laugh, and cheer, which showed a big difference from the enthusiasm the other day. And finally, when it came time to fill out the student perception surveys on the models, I wasn't surprised to see the students making down the smile face for enjoying the mode and working with a tutor or coach.
DECARLO- 4th GRADE LACROSSE Raw Pre and Post Data Table
HYDRICK- 4th GRADE LACROSSE Raw Pre and Post Data Table
Lacrosse Lesson 1 and 8 Assessments- Pre/Post Tests Psvchomotor Assessment
Lacrosse Throw Pre/Post-Assessment
Directions: Each student must perform the lacrosse throw using correct form as defined below. Each of 5 criteria for the shot is 1 point. For example, if a student performs 3 of 5 criteria for trial 1, then their score for trial 1 is 3. There are a possible 25 points total.
Cognitive Assessment Lacrosse Unit: Pre/Post-Test Name:
1.
Teacher:
Lacrosse was created by a. The British b. American Indians
c.
Eskimos
d.
Vikings
2. When cradling, your arms should look like what? a. b. c. d.
3.
Arms should look like you are cradling a baby Arms should be crossed Arms should look like a door hinge
None of the above
Why are mouth guards worn? a. To keep teeth white
b. To prevent concussions c. To promote lacrosse fashion trend d. Part of the uniform
4. There are
players per team on the field in men's lacrosse.
players per team on the field in women's lacrosse.
6. What skill is not a part of lacrosse? a. b.
Cradling Tackling
c.
Passing
d.
Scooping
7. In men's lacrosse, all of the following equipment is required except a. Helmet b. Goggles c.
K'
Gloves
d. Rib pads
8. A goal made in lacrosse counts for a. 1
b.
point (s) ^
KJ'
2
c.
3
d.
4
9. When Native Americans played lacrosse, a game stretched on for days and the goals could be 15 miles apart.
is a term used to describe guarding an opponent within a
12. Your little brother or sister wants you to teach them to play lacrosse. List 3 cues for each skill to teach them the following: 1. Cradle, 2. Scoop, and 3. Throw.
Lacrosse Lesson 2- Exit Slip- Cognitive Lacrosse Throw
Name:
Date:
Teacher:
1. Why is throwing important in Lacrosse?
2. What are the 4 cues we learned for throwing a lacrosse ball? 1. 2.
3. 4.
Lacrosse Lesson 3- Exit Slip- Cognitive Lacrosse Scooping and Cradling
Name:
Date:
Teacher:
1. List the 4 cues we learned for scooping. 1. 2. 3.
4.
2. List the 4 cues we learned for cradling. 1. 2.
3. 4.
Lacrosse Lesson 4- Teacher Observation- Affective Teacher Observation- Affective Domain Directions: During class today, while the students are playing their challenge game, observe the students looking for students who are enthusiastic, cheering, and supportive of their classmates. Each time you see a student who is not engaged, and is not showing the enthusiasm, cheer, or support, mark down a tally on the sheet, or write the students name down. This will allow you to see the percent of students that are showing these affective traits during your class period.
Lacrosse Lesson 5- Teacher Observation- Affective Teacher Observation Form- Affective Domain Directions: During the coaches teaching time, walk around and listen to the comments of the students, mark down if the comment is positive, negative, or there is no comment on the coaches part at all. This will allow you to see the kind of feedback students are giving/getting, and if they are even getting feedback at all.
Lesson 6-Verbal Assessment- Cognitive For this lesson I did not actually have a formative assessment. The way that I assessed the student was by having them answer questions about all of the skill we have learned up to this point, as well as random questions that are going to be on the students post exam that they have already seen on their pre exam but were unfamiliar with them at the time before we had learned them.
Lesson 7- Exit Slip- Cognitive Assessment Lacrosse Skills
Name:
_Date:
Teacher:
1. List at least 3 cues for throwing a lacrosse ball.
2. List at least 3 cues for cradling a lacrosse ball.
3. List at least 3 cues for scooping a lacrosse ball.
