Making Lesson Plans Manageable

1. Making Lesson Plans Manageable Making Your Lesson Plan Work for You KNR 242

2. Why do you need to plan? • Student benefits? • Use of progressions • Accountability • Reflection

3. Using the Plan • Is it OK to have it on the floor? • Could I use a notecard instead? • Can I deviate from the plan?

4. Make Your Lesson Plans Work for You • Make the plan your own

5. Get organized! • Use the correct Template • Keep track of your class.

6. Master Objectives • Aim for realistic goals • Have a meaningful purpose to your lesson. • Use all three domains

7. Time column • transitions • cumulative time

8. Content Development column • Do this column first – • Concise drill descriptions • Separate mgmt. from content • Insert transitions • What is scripted? • Verbal transitions?

9. Mark an inverted pyramid-shaped field for each game with cones (see diagram below). The top of the pyramid is home plate and the sides represent foul lines. Divide the pyramid in half with a line of chalk or more cones (this is the midline). The game is played with two teams of two players. Both defensive players stand in the outfield behind the mid-line. One offensive player pitches to their teammate. Each player gets two pitches and the offensive players take turns batting until their team gets three outs. The defensive players must prevent the ball from going over the mid-line. If the ball is caught in the air, it is an out. Scoring is as follows: If the ball travels over the mid-line but is stopped before the homerun line, its a double. If the ball passes both lines, it is a home run. The players must keep track of where their own base runners are. There are only DOUBLES and HOME RUNS. Maximum of five runs per inning, then teams switch. Players must complete an inning or go back to the last full inning for the final score. An example of the scoring would be...Rich pitches the ball to his teammate Jennie who hits the ball which lands and is stopped in between the mid-line and the home run line (a double). Jennie then pitches to Rich who hits a fly ball which is caught by their opponent Raelene. This is one out. Jennie hits her next pitch outside of the foul line. This is out 2. Rich then hits a double which scores one run because of the double Jennie hit earlier. Jennie then hits a home run (past the second line) which scores the last double and a home run. Rich and Jennie now have 3 runs. Rch then swings and misses both pitches in a row for out 3. Raelene and her partner now are up to bat. Mark field as shown Use two teams of two players. Defense stands in the outfield behind the mid-line. One offensive player pitches to teammate. Each player gets two pitches and the offense gets three outs. The defensive players must prevent the ball from going over the mid-line. If the ball is caught in the air, it is an out. Scoring: If the ball travels over the mid-line but stopped before the homerun line: double. If the ball passes both lines: home run. The players keep track of their own base runners. There are only DOUBLES and HOME RUNS. Maximum of five runs per inning, then teams switch. Content Development column

10. Content Development Review:Put it to work in a lesson • Restate the task? • Skip steps in the progression?

11. Content Development Review:Put it to work in a lesson • Use a refining task • Use an extending task • Use an application task

12. Management Column • Use your computer to make X’s and O’s, Powerpoint? • Insert symbols • Representative group vs. all students?

13. Task Analysis • Write out task analyses at the start of the unit • Make a file • Identify the major skills used in the lesson. Why? • Use bullet format – but adjust margins

14. Preparatory: Eastern forehand grip for beginners; continental grip for intermediate and advanced players Off hand starts on racket throat then moves out to help maintain balance Knees bent; light on your feet Weight forward on toes Quick shoulder turn Execution: - Firm grip, wrist and arm -Racket head at eye level Step forward (not across) with opposite foot Compact swing; racket face slightly open Arm goes from bent position to slightly (not fully) extended position Make contact to the side and in front Follow Through: - Hit through the ball, but little or no follow through Finish with weight on front foot Recover for next shot Preparatory: Eastern forehand grip for beginners; continental grip for intermediate and advanced players Off hand starts on racket throat then moves out to help maintain balance Knees bent; light on your feet Weight forward on toes Quick shoulder turn Execution: Firm grip, wrist and arm Racket head at eye level Step forward (not across) with opposite foot Compact swing; racket face slightly open Arm goes from bent position to slightly (not fully) extended position Make contact to the side and in front Follow Through: -Hit through the ball, but little or no follow through Finish with weight on front foot Recover for next shot Task Analysis Vs.

15. Cues • 3-4/activity • Cues for every task? • Potential Refinement Tasks

16. Spacing and Readability • Align important elements: Task, Diagram, Cues • Font?