Lesson Plan

Instructor: Ms. Carissa Jenkins

5/15/15
Lesson/Activity:
(Brief Statement)

Date:

Softball Unit Day 3- Intro to game rules and Game Play

[Use teachers guide or district documents for guidance, plus information at wwwisbe.net.]

Common Core
or Illinois
Learning
Standards:

19.A.3a Demonstrate control when performing combinations and sequences of locomotor, nonlocomotor, and manipulative motor patterns in selected activities, games, and sports.
19.C.3a Apply rules and safety procedures in physical activities.
19.C.3b Apply basic offensive, defensive, and cooperative strategies in selected activities, games,
and sports.
[Use performance verbs to identify what the learner will be able to do/use as a result of the lesson.]

Learner
Objectives:

Psychomotor-The students will be able participate in small sided games

following the rules of PE softball and the positions of infield, outfield,
batter, pitcher, catcher, base positions and shortstop.
Cognitive-The students will be able to explain the rules of the softball.
Affective-student will exhibit teamwork and cooperation along with good
sportsmanship.

[List teacher manual pages, student text pages, worksheets, websites, teaching materials, technology,
etc.]

Teaching
Materials:

3-16 inch softballs

3 bats
12 bases (3 home plates and 9 regular bases)
10 mini cones

[List specific things you must do to prepare (e.g., reminders to students, listing steps on the board,
distributing materials etc.).]

Setup/
Preparation

Assessment and
Documentation
of Student
Performance

Get equipment ready

Set up 3 softball fields
o Put bases on softball diamond
o Set up bases in grass field
o Put a mini cone by each base- so students know where they are
with grass being so long
o Place a mini cone for the dugout where students line up to bat (put
at a safe distance along 3rd base line and far enough back to where
the students will not get in the way)
Formative (during the lesson):
Observation
Specific Feedback
Summative (later point in time - after the lesson or group of lessons):
End of the lesson discussion or exit ticket (homework shared with them)
End of the unit quiz
[Include specific statements, procedures or demonstrations you do to focus student attention, activate
prior knowledge and clearly state lesson objective.]

Lesson
Introduction

Instructional
Activities

Students change- tell them we are going outside and to dress warm
Take attendance- 1st period on power school and submit
Fitness Warm Up
Agenda, Review of skills, Objectives, Explanation of activities, Teams

Allow 5 minutes at the end of class for students to get inside and change

[List sequence of instruction including relevant vocabulary.]

1. Agenda for the day/Explanation of Activities (Gym, 2 minutes)

a. Fitness Warm Up
b. Beginning Lesson Discussion
i. Lesson Objectives
ii. Softball rules intro (5th Grade)

iii. Softball rules review (6th-8th Grade)

c. End of Lesson Discussion
2. Fitness Warm Up (8 minutes)
a. 16 Tuck Jumps
b. 16 Lunges
c. 16 Mountain Climbers
d. 16 bicycles
e. 16 pushups
3. Beginning lesson Discussion
a. Objectives:
i. Psychomotor-The students will be able participate in small
sided games following the rules of PE softball and the
positions of infield, outfield, batter, pitcher, catcher, base
positions and shortstop.
ii. Cognitive-The students will be able to explain the rules of
the softball.
iii. Affective-student will exhibit teamwork and cooperation
along with good sportsmanship.
b. 16 inch Softball Rules in PE
i. No walk, no steals, no bunts/slaps, no leadoffs, no pegs
ii. Catchers must stay back so they do not get hit in the head
with a bat
iii. 3 outs and rotate
iv. Strikeouts- but pitcher is to pitch balls that are nice and easy
for everyone to hit; goal is not to strike out
v. On deck batter is not to come up to bat until play is over so
they dont get hurt or in the way
vi. There are force outs and tag plays, but NO PEGS
1. GROUNDER the runner is FORCED to run to
second base, while the batter is FORCED to run to
first. There is a force out at first and second base if
the ball is hit on the ground with a runner on first.
(obviously the force is nullified for the lead runner if
for some reason the defense gets the force out at
first, and the runner isnt to second base yet. This is
probably not in the scope of what were trying to
teach here)-if the runner decides hes going to keep
going past second base and head to third base that
is his OPTION. Hes NOT FORCED to run to third in
this situation, so the defense needs to TAG the runner
with the ball to get him out (tagging the base means
nothing)
2. POP-FLY the runner has 2 OPTIONS. He can run to
second and hope the defense misses the ball, or he
can stay at first base in case they catch the ball.
Since he has options, there is no force at second base
UNLESS the defense misses the pop-fly. Then as soon
as the ball hits a the ground there is a force out at
both first and second base.
vii. Do not throw the bat, if bat is thrown it is an automatic
detention
viii. First baseman is not to hover over the base, must stay out of
the way
ix. Tagging up rules- requires baserunners to hold their base
until an opposing player catches a ball hit in the air or the
ball drops. If the opponent catches the ball, the runner must
return to touch the base and then has the choice of
remaining on the base or attempting to legally advance. If
the ball lands in fair territory, the runner does not have to
return to the base to tag up; in foul territory, the ball is dead

and the runner cannot advance. If the fielding team notices a

runner caught off base, the player with the ball will attempt
to throw the ball to the base before the runner can return,
which results in an out.

x.
4. End of lesson discussion (5-8 minutes or homework)
a. See below

[Describe culminating/wrap-up activity and Include restatement of lesson objective and vocabulary,
directions for cleanup, and expected behavior when complete.]

Conclusion /
Culminating
Activity

Differentiation
of Instruction

End of Lesson Discussion or Exit Ticket for Homework

Achievement of goals/objectives (Thumbs up)
o Psychomotor-The students will be able participate in small sided
games following the rules of PE softball and the positions of infield,
outfield, batter, pitcher, catcher, base positions and shortstop.
o Cognitive-The students will be able to explain the rules of the
softball.
o Affective-student will exhibit teamwork and cooperation along with
good sportsmanship.
Critical Thinking/ Application Questions:
o What are the rules of softball?
o How are the rules in softball different from baseball?
o What other sports are similar to softball and how?
o What are the positions and their roles?
o What is a forceout? What is tagging up?
o What are some examples of how you demonstrated good
sportsmanship and worked as a team?
[Describe adapted input, output, time, level of difficulty, level of support and/or degree of participation,
as pertinent to your students.]

Decrease difficulty- softer balls (dodge balls)

Increase difficulty- strict strike rule

What was the impact of the lesson on student learning?

SelfAssessment and
Reflection

What went well and why?

What did not go well and why:
What unexpected things happened and how did I respond?
What will you do next time to improve the lesson?

Resources:
http://ollchs.org/images/uploads/softball_skill_cues2013.pdf
http://livehealthy.chron.com/tagged-up-softball-mean-2122.html