Week of Oct. 27, 2014
MondayObjectives: / Activities: Lake Experience
Content Objective:
In this lesson students will learn the forehand stroke. /
- Explain and demonstrate the forehand stroke, including the proper stance, stroke, and follow through of the forehand stroke
- In groups of 2 or 4 have students practice using the backhand stroke to hit the racquetball against the wall to each other.
4.
Standards Addressed: 1,5,7 / Strategies for special populations Because students are able to pace themselves according to their individual capabilities, few adjustments are necessary for special-needs students. Nonambulatory students will need assistance in traversing across the terrain.
Tuesday
Objectives: / Activities: Racquetball-backhand stroke
Content Objective:
In this lesson students will learn the backhand stroke. /
- Explain and demonstrate the backhand stroke, including the proper stance, stroke, and follow through of the forehand stroke
- In groups of 2 or 4 have students practice using the backhand stroke to hit the racquetball against the wall to each other.
4.
Standards Addressed:
1, 5, 7 / Strategies for special populations Because students are able to pace themselves according to their individual capabilities, few adjustments are necessary for special-needs students. Nonambulatory students will need assistance in traversing across the terrain.
Wednesday
Objectives: / Activities: Developing a strike & spare system
Content Objective:
In this lesson students learn a strike and spare technique to become more successful in bowling. /
- Explain the rationale of hooking the ball into the 1-3 pocket (i.e. increasing the probability of getting a strike). Inform students that they should move in the direction of the error in throwing the ball. That is, I the ball goes too far to the right, the bowler should move the lateral point of origin to the right while continuing to use the second arrow in from the gutter as the aiming point.
- Practice throwing strikes checking students’ strike adjustments as they practice.
4. Practice picking up spares by making the necessary adjustments to their lateral points of origin checking students are squarely facing the intended target, no the foul line.
5. Spare Time 1 & 2 (53-54)
Standards Addressed:
1, 5, 7
NASPE-1, 2, 3, 4, 5, 6 / Strategies for special populations Few modifications are required for this unit, other than individualizing equipment. Bowlers should choose the proper size shoes, and a bowling ball that fits properly and is the right weight. For students with physical disabilities, special bowling ramps are available and air filled bumpers can fill in the gutters to allow errantly thrown balls to bounce into the pins.
Thursday
Objectives: / Activities: Racquetball-serve
Content Objective:
In this lesson students will learn the serve. / 1. Explain and demonstrate the serve, including the proper stance, stroke, and follow through.
2. In groups of 2 or 4 have students practice using the serve to hit the racquetball against the wall to each other.
Standards Addressed:
1, 5, 7 / Strategies for special populations Because students are able to pace themselves according to their individual capabilities, few adjustments are necessary for special-needs students. Nonambulatory students will need assistance in traversing across the terrain.
Friday
Objectives: / Activities: Bowling-scoring
Content Objective:
In this lesson students learn how to keep score in bowling and develop practical applications to scoring through actual game play, including the 10th frame. /
- Explain scoring system emphasizing the skill cues. Have students answer questions about different scoring scenarios (e.g. a spare followed by a strike, a strike followed by 3 pins and then a miss, and so on). Practice scoring on scoring sheets.
- In pairs, students will bowl 5 frames or half a game starting w/the 5th frame and continuing through the 10th frame. Students will score their own games or their partner’s games by hand.
4.
Standards Addressed:
1, 5, 7
NASPE-1, 2, 3, 4, 5, 6 / Strategies for special populations Few modifications are required for this unit, other than individualizing equipment. Bowlers should choose the proper size shoes, and a bowling ball that fits properly and is the right weight. For students with physical disabilities, special bowling ramps are available and air filled bumpers can fill in the gutters to allow errantly thrown balls to bounce into the pins.
*Graded work/assessments