Week of Oct. 20, 2014

Monday
Objectives: / Activities: Lake Experience
Content Objective:
In this lesson students will apply all knowledge learned about canoes and kayaks to successfully paddle around Navajo Lake. / 1. Choosing of either canoe or kayak to paddle around lake.
2. Review of paddle strokes for canoes & kayaks
3. Paddle around lake with certified college instructors
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
Content Objective:
In this lesson students will learn about the game of racquetball and equipment. / 1. Explain the game of racquetball
2. Explain the rules of racquetball
3. Explain the equipment used in racquetball
4. In pairs or groups of 4, have students hit inside racquetball courts.
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: Bowling-ball selection and delivery
Content Objective:
In this lesson students focus on ball selection skills-analyzing fit, weight, and span-and begin to develop the four-step approach delivery, focusing on stance, grip, and point of origin. /
  1. Explain how to select a ball using the skill cues. Focus on weight and span of the all. Students will try the fit for numerous balls.
  2. Students will practice gripping the bowling ball
3. Students will determine a point of origin from which to start their approach. While facing away from the bowling lane, students should stand with their heels just off the foul line and take four and a half steps toward the end of the approach area. The spot where the last foot lands will be the correct starting distance to the foul line. Students should do this several times to find a consistent beginning position, including both the point of origin and lateral placement.
4. Introduce stance to students, emphasizing eh appropriate skill cues. Students will practice stance in reference to their derived point of origin.
5. Starting from their point of origin, students move forward toward the bowling lane w/o using the ball. Students should start w/the dominant foot and practice taking four steps and then sliding toward the lane. They should adjust their points of origin if they slide over the fouls line.
6. Bowling Word Search (p 43)
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
Content Objective:
In this lesson students will learn the forehand stroke. /
  1. Explain and demonstrate the forehand stroke, including the proper stance, stroke, and follow through of the forehand stroke
  2. In groups of 2 or 4 have students practice using the forehand stroke to hit the racquetball against the wall to each other.
3.
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.
Friday
Objectives: / Activities: Bowling- Four-step approach
Content Objective:
This lesson focuses on the development of the four-step delivery approach, recognized as the basic beginning approach to bowling, as well as the release necessary for a hook ball. /
  1. Present the four-step delivery approach, emphasizing the stance, push-away, approach, swing, and fallow-through. Students will practice w/o using a ball and the approach lane and establishing a rhythm to their approach. Begin slowly and accelerate through the motion.
  2. Same as #1 adding ball.
Proper sequence:
First step: push-away
Second step: bring the ball to the side
Third step: Extend the ball backward
Fourth step: Slide the front foot and bring the ball forward and release it toward the target.
3. Students will practice the delivery, slide, and release components of the approach, actually taking the last step and slide and releasing the ball. If grip is correct, ball will have a spin causing the ball to hook. Release of ball should begin w/the thumb then fingers. Grip position should be constant throughout the delivery, not letting hands twist.
4. In pairs, students will check each other’s approach using an approach checklist.
5. Practice entire motion, from stance to the follow-through, disregarding pins and foul lines w/emphasis on rhythm and smoothness rolling ball not throwing ball down the lane.
6. Bowling A-Z Criss-Cross (pg. 44-45)
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