University of Brighton, SoE and SASM
Class:
Lesson Plan
Student teacher’s name:
Lesson number:
1
Jack Lemmer
of
2
Curriculum area: Ultimate Frisbee
Date/time:
07/01/16
Lesson duration: 100mins
9HY
Number of pupils: 28
Number of pupils with SEND: 5
Number of pupils with FSM/PPG: 2
Names and roles of other adults present: Mr Lowie (PE
Teacher)
A
Within the context of this lesson, what specific actions are you going to take to advance your professional development in relation to the Teachers’ Standards and
Action Plan?
TS
3.1 b Know the rules, regulations and conventions related to the activities I am teaching so that I can plan for progressive and coherent experiences
2.4 c) Can create a stimulating environment where pupils enjoy learning
4.2 a) Can motivate pupils with my enthusiasm, overall pace of lesson and effective use of voice
4.1 b) Can explain key concepts clearly and concisely
B
Using your previous lesson evaluation, identify specific actions to support pupil
progress.
This will be my first lesson on ultimate Frisbee with this group. I have taught this group
before so I do know sporting abilities of individuals. Also gained information from Mr
Lowie regarding where the group are up to in the scheme of work
Use initials to identify learners who need additional support to make progress or
those who require additional challenge etc.
AG , AI, YM, keep separated as these individuals tend to misbehave once together
SEN: JC, LC,JF,AGS, KM
FSM/PPG: JF, KL
Individual students need:
YM- tends to easily distract others, must be kept engaged with activity
High Achievers in PE:
BK, LS, CJ
C
Learning Objectives
Differentiated Learning Outcomes
LO1
LO2
What do I intend the pupils to learn?
(Knowledge, understanding, values
attitudes and skills)
To be able to understand the technique
and to demonstrate to the most
common throw seen in ultimate Frisbee
(Backhand)
To know and perform the three most
common catches in Ultimate Frisbee
Working towards…
Achieving…
Beyond…
Students will be able demonstrate a
weak attempt at the backhand
throw. Accuracy to partner will be
poor. Students will need constant
assistance and help on technique
correction.
Students will need assistance to
recall the three main catches seen
in ultimate frisbee. Technique will be
poor resulting in consistent mistakes
being made, resulting in the frisbee
falling
Student will show average accuracy
toward throwing the disc to their partner.
Some throws will go wayward with hand
positioning on disc need readjusting
sometimes
Student will consistently demonstrate correct
hand positioning on disc whilst showing
constant correct arm and body positioning.
Passes will be accurate and fast into partner
aiming for hands
Student attempts 50% fail and success in
catches. Student will have a moderate
technique and requires assistance
sometimes
Student is able to confidently catch the
frisbee using all three types of catches
comfortably. Student will need little
assistance and will start to be able to catch
the disc at different heights(low- crouched,
high- jump catch)
LO3
D
Resources
Learning opportunities across the curriculum (e.g. literacy / numeracy)
Ultimate Frisbee x15, Bibs, Spiked cones
E
Time
&
Learning
Objectives
10 mins
Prep for
lesson
Teaching points/ strategies /
teacher role
Pupil learning activities
Organisation and risk
assessment
Assessment for learning
strategies
What teaching points will you provide in
order to support and progress the
learning of all pupils?
What learning activities will pupils be
engaged in? How will you differentiate
these activities so they are achievable for
all pupils?
What will you need to consider in
organising and managing the
learning environment effectively?
How will you use the outcomes of
assessment to inform ongoing
teaching and learning? How will you
monitor, assess and evaluate the
progress of all pupils?
Teacher to organise pupils with missing
kit and lend them spares. Ensure all
students have removed jewellery and in
appropriate/safe kit.
Children get changed and meet teacher
outside next to storage cupboard after
register is taken
Ensure all pupils have correct
footwear
-
Register to be taken in silence- if talking
or noise happens start register again
and repeat doing this until silence is
maintained.
Football Boots
Insist on ‘yes sir’ when answering
name- make start of lesson formal.
3 mins
Ask students to bring out spiked cones
Check storage area is clear of
potential risks that may harm
pupils
equipment
Ask pupils to sensibley carry
spiked cones to playing field
Spike facing down
Walking, no running
5 mins
Warm up
Student led warm up
A range of pulse raising activities and
dynamic stretching.
.
-Ensure the playing area is
clear of any litter or any other
objects.
Questioning:
What movements do we see in
ultimate Frisbee?
What stretches might be related to
ultimate Frisbee?
Shuttle runs after completing one
shuttle 5 sec stretch onto the next
shuttle run
PUT STUDENTS IN 4 TEAMS of 7 = BIBS
For conditioned games
set up equipment for the activities
whilst the
students are warming up- Put spiked
cones out ready for games later.
Introduction
to Ultimate
Frisbee
Teacher to give a short explanation
on the game of ultimate frisbee
Students to gather around in an organised
manner, students to recap last lessons
learning objectives.
Teacher to explain learning objectives to
class
Students to gather around in an organised
manner, students to learn learning
objectives and teacher expectations
Pupils to be kneeing around
teacher in a semi circle
5 mins
Lesson Ob’s
2 mins
LOOK ABOVE BOX C
5 Mins
LO1
Backhand throw:
Students to perform the backhand throw
with accuracy and technique
Students to be spaced out.
Enough room to manoeuvre and
perform set drill
Observation
Assess students learning by
observing their technique of
passing and receiving during the
task and ‘freeze’ when necessary to
Diffentation :
highlight good practise.
Too easy- come closer to partner
Assess students:
Too hard- take 2 steps away from
partner
Technique:
- Hand positioning
- Body positioning
- Release of disc
- Angle of disc
Teacher Demo:
Receiver- hands out ready creating
target for thrower
In pairs:
1. Class in two line facing
partner
2. Practice throwing the disc
straight to partner
If disk is dropped one push up



Receiver- target hands
Disc flight
Body postioning
Mini Plenary
Teacher to address what happens to the
disc flight when the disc is angled
Assess students ability to answer
questions correctly
Pupils to be kneeing around
teacher in a semi circle
Q + A:
What do you think will happen if I
throw at this angle?
When do you think this is used in a
game?
5 mins
LO2
Teacher Demonstration
Teacher to explain the three catches:
Crocodile clip
Pancake
Two handed grip
Practice in pairs
5 mins
Students to demonstrate the 3 main
catches
Developing:
Hand-to-eye coordination
Flight-movement judgement
Decision making-which catch to
use for certain throws
Running pass in boxed area
Students develop:
LO1
LO2
Teacher to demonstrate a running pass
with student
Explain the importance
More yards gained
Harder to intercept
Observation
Assess students learning by
observing their technique of
passing and receiving during the
task and ‘freeze’ when necessary to
highlight good practise.
Improves technique
High success rate – close drill less
possibility of mistakes with longer passes=
increases confidence
Ensure groups are spaced out
with enough room to manoeuvre
Separate class into gridded area
on field
Observation
Assess students learning by
observing their technique of
passing and receiving during the
task and ‘freeze’ when necessary to
highlight good practise.
Assess students:
Competition Obj :
Encourage students to use high paced
movements to replicate a game situation
Communication: students should call for
1. Get class to line up along line the disc before they receive it- call players
name
2. 1 thrower 1 receiver
3. Demonstrate a running pass



Receiver- target hands
Disc flight
Body postioning
Who can do the furthest completed
pass with partner running from
beside partner throwing.
Conditioned
games
30
LO1
LO2
2 pitches- 7 vs 7 match
1st condition-
All team members must catch the
Frisbee
Students to be actively involved in a game
situation working as a team
Ensure both pitches are marked
out clearly and not directly next to
each other
Students to be putting into practice
backhand passing in a game situation
Observation
Assess students learning by
observing their technique of
passing and receiving during the
task and ‘freeze’ when necessary to
highlight good practise.
2nd conditionAssess students:
Same player cannot score twice
consecutively





Teams swap after 15 mins
Receiver- target hands
Disc flight
Body postioning
Passing and moving
Attacking and defending
tactics
If improvements need to be given to
teams gather one team at a time.
This means 50% of the class are
still active
Mini Plenary
Turn over rule:
1 min
Teacher to explain the turn over rule
1.
Game
10
LO1
LO2
Is an incomplete pass touches
the ground turn over to the other
tam where Frisbee fell
2. Interceptions
Students will play a normal game of
Ultimate Frisbee
Students to gather around in an organised
manner, students to learn learning
objectives and teacher expectations
Students to be actively involved in a game
situation working as a team
Students to be putting into practice
backhand passing in a game situation
Students to be putting into practice turn
over rule- self officiating
Ensure both pitches are marked
out clearly and not directly next to
each other
Observation
Assess students learning by
observing their technique of
passing and receiving during the
task and ‘freeze’ when necessary to
highlight good practise.
Assess students:






Receiver- target hands
Disc flight
Body postioning
Passing and moving
Turn over rule being
applied
Attacking and defending
tactics
If improvements need to be given to
teams gather one team at a time.
This means 50% of the class are
still active
Main
Plenary

Ask the students what the LO’s
were?

Get students in a line for this
activity and assess what they
have learnt

Get some students to
demonstrate to assess whether
they are saying is accurate.
8 mins
Ask students to get into pairs with one
being A and one being B
A-
What is the most common pass
and what is the correct
technique to perform this?
B-
Explain what happens to the
Frisbee if we angle it
Chose random pair to share their
answers with the rest of the group
Clear Equipment Away
Rest of time
to change
(10 mins
min)
Contigency Plan (E.g Bad Weather, Change of Setting)
Dodgeball
Make sure all borrowed kit is
handed back from students.
Check students uniform as they
leave PE wing.
Indoors
Normal dodgeball
4 split court dodgeball
Chinese dodgeball
F
Lesson evaluation
To what extent have the learning outcomes been achieved in relation to the learning objectives?
LO1
To be able to understand the technique and to demonstrate to the most common throw seen in ultimate Frisbee (Backhand)
-
LO2
All students demonstrated the correct hand, body movement technique throughout drills and games, few needed assistance
All students gradually became accustom with the amount of force necessary to reach their partner over a varied distance
Some students needed assistance with accuracy and hand position on releasing the Frisbee
Several students would forget to use the pivot foot and body weight into throwing
Plenary: A and B strategy: pupils were able to explain to one another the key technical points of the LO
To know and perform the three most common catches in Ultimate Frisbee
-
All students showed gradual progress with each catch during the drill
All students demonstrated the hand and body position to each catch towards teacher
75% of students were using all three types of catches throughout the games
Students were able to relay what the three types of passes are, when and how to perform them
Plenary: A and B strategy: pupils were able to explain to one another the key technical points of the LO
LO3
Reflect upon your professional
development including the impact
and outcomes of the actions
identified in Box A
3.1 b Know the rules, regulations and conventions related to the activities I am teaching so that I can plan for
progressive and coherent experiences
-
Research made on specific rules whilst lesson planning on NGB (UKU website)
Look below at observation notes (game)
Rules were gradually brought in throughout game. This was used avoid information overload.
Rules were only applied when incidents arose or violations were seen
Students started to apply the rules and regulations by themselves and didn’t need myself to make calls (self refereeing)
2.4 c) Can create a stimulating environment where pupils enjoy learning
-
introducing a new activity/sport meant all children were excited and eager to learn
low/ no behaviour issues seen as pupils wanted to engage in drills and games
adding small competitions help students strive for a goal
allowing students to choose their partner/friend to work with
organised class into even teams focusing on ultimate Frisbee ability = avoids one sided games and
disagreements
joining in with the students during the game helped the students become more competitive with a difference
adding humour to the lesson throughout drills and games helped to create a positive atmosphere
constant praise with constructive criticism replacing negative aspects
4.2 a) Can motivate pupils with my enthusiasm, overall pace of lesson and effective use of voice
-
Small introduction to ultimate Frisbee explaining aspects and history of game. Also related it to my personal
experiences in the sport (Camp America- San Francisco)
By joining in on the game showed students my passion and enjoyment for the game
Pace of lesson was good and only progressed if I observed that all students had a good standard of ability
related to that drill
Good amount of time for game even though it was windy
Good amount of time for plenary and to reflect on what had been learnt throughout the lesson
4.1 b) Can explain key concepts clearly and concisely
-
Reflect upon pupil progress
including the impact and outcomes
of the actions identified in Box B
Key technique points were broken down into chunks and explained with a demonstration with a student
Key points were precise, sharp and simplistic to help students easily remember key points
Mini plenaries used to assess students’ progress and to explain further progressing key points
Common misbehaving students:
AG , AI, YM
All behaved well I believe this was due to them constantly active and engaged in a task. Positive reinforcement with these three also
helped. Did give all three separate Jobs and responsibilities throughout the lesson to carry out e.g captain, take your team talk.
High Achievers in PE:
BK, LS, CJ
All three students were fully engaged and even started helping correct the technique of others with low ability. Fully involved in drills and
games. Was given their own personal challenge during the drills to challenge them. Used for whole class demonstrations.
General comments:
Overall, I believe this was a very good lesson. All children behaved with all LO’s being learnt. This lesson was used as an experiment to
see how students would react and engage in a new activity. Some students were very unwilling at the beginning when they were told they
would not be doing football and instead doing ultimate Frisbee. However, after the lesson I questioned all the students together to which
all students raised their hand to say they would do it again.
Personally I believe that my warm up could have been improved and more related to the activity ahead (possibly brining in the Frisbees).
Observation (Mr Lowie, PE Teacher) notes:
Organisation:
-
Good set up with poles, bibs and Frisbee’s already set out on the field before lesson started.
-
Your lesson plan is Excellent! Great detail. You clearly spent time on it which helped you memorise the lesson – I will be using this lesson plan later next year!
Warm Up:
-
Was well related to the sport, good encouragement to students using dynamic stretching
Timing:
-
Timing was sharp, you didn’t let them ever get bored as you ‘read’ the classes enthusiasm levels and noticed when to move on
Progressions were good and timed well especially going into game related drill (moving pass drill)
-
You called them in a lot for mini plenaries, which I liked, you checked their progress often. Gave them new content to go and practice
Games- I liked how you taught the rules as the game progressed
- A good amount of time was spent actively participating in the game
- Good demos with frisbie- this was important
- It was good to see you join in the game for 5-10 mins – improves student/teacher relationship
- It was obvious that you had played this before and knew the rules – I learnt something!
Plenary-
-
By Questioning students I could see that all students had learnt the learning objs
Liked the A & B plenary- ensures all students know LO and how to achieve them
Targets and improvements-
A little less talking time possibly
Maybe some more emphasis on conditioned games
Could have made the pitch wider due to wind
Behaviour:
-The group’s behaviour throughout the lesson was excellent, this was due to them being fully engaged and interested with the activity
Communication:
-
Liked how you started to call them ‘Gents’ instead of ‘Boys’ , good as they are in Year 9
Clear, precise instructions given
Feedback:
-
Brilliant use of constant feedback to group thought lesson
Walking around every student a watching their throwing technique then giving positive and constructive feedback helps, every child that chance to progress
You gave good feedback and asking specific questions that also makes the child reflect and improve their ability
Your demos of the backward pass and all 3 types of catches were brilliant, good to use a student that you had identified as good help you in the demos.
Demos on the effects of the wind were a good added essential
Good experiment to try something new, I like how you asked for their honest opinion on ultimate Frisbee at the end. The lesson was very fun for the students but also
challenging with the wind
Good to see students approach you about ultimate Frisbee after the lesson once they were changed
All teacher standards in professional development (Box A)
-
Met