Name: Class: Yr 7 No: 25 Date: 20/4/14. Pupil learning targets from the previous lesson evaluation identify individuals

Transcription

1 LP: Lesson Plan Physical Education Name: Class: Yr 7 No: 25 Date: 20/4/4 National Curriculum Reference ( where applicable) use a range of tactics and strategies to overcome opponents, develop their technique and improve their performance Relevant pupil learning from last lesson evidence from evaluation and assessment in brief At least 3 standards to be evidenced during the lesson. a 3c 5c Pupil learning targets from the previous lesson evaluation identify individuals Name: LO LO2 LO3 Georgia *** *** *** am ** ** ** helley ** ** ** Learning Objectives: What will be learnt? (At least one) Next teps to be actioned in the next lesson plan: Excellent all round skills with the ability to respond to tasks very quickly. Differentiation will need to be applied next lesson to cater for individual needs e.g. Target areas for forehand Good general skills and worked at a consistent level. However further progressions needed in order to really develop skills. Quicker pace and more varied feed will create challenge particularly in relation to footwork. Responded well to tasks and worked well within the pace of the lesson. A target for next week would involve making consistent contact with the ball whilst maintaining a good grip on the racquet. Learning Outcomes: What MOT learners should be able to demonstrate during/by the end of the lesson/(differentiation for individuals/groups on LP2) Assessment Opportunities: What evidence will be gathered to confirm learning outcomes have been achieved? Practice and refine forehand ground stroke and apply in a cooperative rally and a competitive game Demonstrate the ability to use good footwork and move hit a ball at the top of the bounce during a practice situation Observation 2 2 how accurate knowledge, by using the correct terminology for the markings on a tennis court during a warm up activity and plenary Question and answer Observation 3 3 Personalised learning, differentiation and inclusion: Identify strategies for individuals/groups HJ, FD, T asthma FG, JJ ADHD GR G&T Resources: other than those standard to the teaching space Racquet each, tennis balls Laptop in changing room Analyse partner and provide effective feedback that helps them to make consistent contact with the tennis ball, during a cooperative and then competitive rally Teaching approaches, strategies and organisation: ( including key concepts, questions, vocabulary) Command/practice/guided discovery Video clip of forehand rally shown in changing room Observation and question and answer PHCE/MCE/Functional kills ( not all need to be addressed in every lesson) : Literacy, ICT, Numeracy, EALand other cross-curricular opportunities taken up pecific tennis terminology semi western grip, baseline, court, forehand, groundstroke LP2: Lesson Plan: Working Plan

2 Time Learner Activity: What are the learners doing? What is the differentiation for the activity (enable/extend)? Warm Up: I will call out names relating to lines on the court. Pupils must run/ jog/.skip to that area of the court. Teacher Activity: Organisation, safety and class management. Moving around a set area. Heads up and aware of who is around you. Teaching points and questions Why is our knowledge of the court lines important? How can we remember them? Why do we need to warm up? Learning outcomes addressed 2.0 Learning Activity One: Bounce practice. Throw ball in the air, bounce and catch with two hands next to the stomach. Hit upwards again using the palm of the hand. Bounce the ball using alternate hands. Using one half of the tennis court. How does this activity relate to tennis? Hit or catch the ball at the top of its bounce. Why? What skill does this activity develop? Modified Game: Bouncing ball in area using hands. 6 people on who try and knock the ball out of their hands. Last person in wins. Using one half of a tennis court. Those who are on wearing bibs. How can you keep control of your ball? Can you bounce the ball at the top of its bounce?.20 Learning Activity Two: Ball familiarisation. Ball taps, bounces, balances with set challenges (eg sit down, stand up, weaker hand, jump up and down, one leg etc.) Walking around the lines of the court. Using the lines of the tennis court. Work with partner to answer questions and provide feedback. How can you maintain control of your ball? 3.30 Learning Activity Three: Volley and sprint. In pairs, player with ball, with racket. Partners lined up opposite each other. Throw feed and bounce to return ball to hand. wap over. Race. Once five have been returned into hand, partners must turn round and run to a set area before swapping over. First ones to sit down win. pread out along the width of one court. Opposite service boxes? Cones to indicate where partners must run to. How can we ensure an accurate return? Use the whole of the racket face. Can you hit the ball after the top of its bounce? Push the ball? Use the forehand grip. 3

3 .50 Plenary and homework: What have we taken away from today s lesson? Home work set: at down in an area. Find out who won Wimbledon last year, what the score was and who they beat. Find out how we score in tennis. What teaching points can we remember? Why is bouncing important? Recap court terminology. 2 LP3: Assessment of Learning

4 Assessment for Learning of focus learners Name LO LO2 LO3 Next teps to be actioned in the next lesson plan Please make specific comments in relation to the learning that has been assessed. The AT should consider areas of difficulty and how the AT will plan for the child s next steps in the following lesson Kasey *** ** *** Great general ability assisted by excellent hand eye co-ordination skills. Targets for next lesson involve maintaining consistency whilst hitting the ball over the net. am ** ** ** Did achieve the learning objectives however this will need revisiting in order to reinforce the teaching points and allow time for explorative play. This will be incorporated into next lesson. helley ** ** * Consistent contact was not made with the ball using a hand feed so introducing a second racquet will not come for a while. Differentiation needs to play an important part in my lesson planning for next week. Assessment for Learning of focus groups Groups LO LO2 LO3 Next teps to be actioned in the next lesson plan Please make specific comments in relation to the learning that has been assessed. The AT should consider areas of difficulty and how the AT will plan for the child s next steps in the following lesson A B. C Key: *** Working beyond ** Achieving * Working towards LP4: Lesson Evaluation Reflection and Target etting Evaluation: Evaluate the success of the learning and teaching in the context of the targets that had been set. Lesson Tennis Yr7 DATE 20/4/4

5 Learner progress: Were the learning outcomes achieved? Comment on the progress of individual/groups. If progress was limited how is this to be addressed? How will learner feedback be used (pupil voice)? Was there a Critical Incident that could be reflected on in more detail? Girls understood the need to move to take the ball at waist height top of the bounce...but didn t always do so. Early preparation wasn t always evident. Warm up game was effective with court lines being recapped in plenary good Most were able to analyse and provide feedback...but this wasn t always acted on. Emerging targets for individuals/groups in the next lesson: refine and then include on next lesson plan Gilrs understand teaching points covered, but don t always apply in practice. Need to refine forehand and introduce backhand groundstroke. Developing secure understanding of court lines, will revisit and introduce correct scoring next week. Girls enjoyed giving feedback need to formalise and introduce reciprocal work think they would value and enjoy doing this. helly need far more time with ball familiarisation and coordination (need slow bounce balls) Associate Teacher Progress: What progress was made in relation to the targeted standards? You may also consider: Quality of my subject knowledge? How successful was the teaching and learning approach? What was the impact of my teaching on pupil learning? Changes needed for future sessions? Were learners working appropriately? Critical Incident? I felt much more confident going into this lesson as I have utilised resources and others around me. As a result, I feel a much more positive lesson was delivered with the girls benefiting from and improving their game play as a result. a Established a safe and purposeful working environment girls were engaged from the start 3c pent time in introduction/warm up and the plenary, going through key terminology used q and a to ensure understanding 5c Demonstrated awareness of physical development by including a range of ball familiarisation challenges that ranged from very basic to more difficult recognised that that the level of challenge will be very different for different girls trengths recorded on my lesson observation sheet highlight the standards I was targeting as strengths within the lesson. As a result, this will be recorded in my file with other standards becoming a focus for future lessons. Emerging targets (linked to standards) for Associate Teacher in the next lesson: discuss with mentor and then include on next lesson plan 3c develop literacy work through the reciprocal style 5c need to continue to work with the ability of the children and include 5a - as much differentiation in the learning activities as possible some quite big differences in ability