LESSON PLAN TEMPLATE 2.

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STANDARDS, FOCUS, AND OBJECTIVES
Name: Landon Brown Date:
Lesson Topic: softball Grade Level: 12th
Learning Segment #___4__ of ___5__ Estimated Duration: 55 minutes
List the TN Academic Content Standards that directly relate to the lesson’s central focus (full
CURRICULUM STANDARDS text & number). Include at least one ELA standard. Include content-area practice standards as
(2 pts)
applicable.
MS.1 Demonstrate competency in activity specific manipulative skills (e.g., throwing, catching, kicking,
striking, etc.) or sport specific skills (e.g. serve, putt, cradle in lacrosse, sprint start, etc.) while participating
in game or event. MS.2 Demonstrate game specific strategies by combining skills (e.g., softball throw to
base, volleyball set to hitter, soccer pass to teammate, etc.). MS.3 Execute sport skills or strategies in
response to the opponent (e.g., running routes, player positioning, guarding).

The standards, objectives, strategies, and assessments are all related to the central focus.
Central Focus for K-5: Include a literacy strategy for comprehending or composing text.
CENTRAL FOCUS (5 pts) Central Focus for 6-12: Connect higher-level Bloom’s (apply, analyze, evaluate, create) to the content.
Purpose for all grades: State the purpose of the lesson/learning segment.
Central Focus (the “what”): the students will be placed into teams of ten giving three teams and they will put together
everything from the previous days and play double elimination which will last for two days to see the champion and
prize winner

Purpose (the “why”): so they can play the game of softball

The objectives must be aligned to the lesson standards and central focus, in measureable
LESSON OBJECTIVES (10 pts) terms, clearly and explicitly stated. Objectives must be integrated throughout the span of the
lesson. Use the action verb from the standard when appropriate.
Students will continue to get better at the game of softball and be able to play a game

LANGUAGE FUNCTION (5 pts)
LANGUAGE FUNCTION/DEMANDS/SUPPORTS
Identify all language functions essential for students to achieve the lesson objective(s).
Language function is the content and language focus of learner tasks often represented by the
active verb(s) within the lesson objective(s). Use language to, e.g. compare, explain, contrast,
predict, argue, analyze, describe __(content)_.

Language Demands: Describe/identify the following language demands (written or oral) associated
with the language function:
 Vocabulary – Identify key words, phrases, symbols
 Syntax – Describe the rules for organizing words together into phrases, clauses, sentences or
visual representations; how language is organized to convey meaning. An example is the
LANGUAGE DEMANDS &
structural guidelines given to students for writing a paragraph.
SUPPORTS (5 pts)  Discourse – Describe the discipline-specific oral or written language or visual
representations used by students to independently demonstrate/apply the language
function
Language Supports: Identify and describe the planned instructional supports to help students
understand, develop, and use the identified language demands.
Language Demands Language Supports

Approved 11-15-17
Vocabulary and/or Key Phrases: Vocabulary and/or Key Phrases:

Syntax: Syntax:

Discourse: Discourse:

ASSESSMENT
Describe at least three checks for understanding (multiple forms of assessment, can be formal
and/or informal) that will be used during the lesson to indicate student understanding and
ASSESSMENT (10 pts) progress toward the lesson objective(s). For each assessment, include a description of the plan
for academic feedback that relates to assessed objectives and addresses students’ strengths and
needs. Assessments can be oral, written, or demonstrated.
Assessment Description Plan for Academic Feedback
Can they play the game with correct technique If no, will work with students on what I notice they are
doing incorrect
Can they hit If no, will work with students on what I notice they are
doing incorrect
Can they throw and field If no, will work with students on what I notice they are
doing incorrect
Can they run bases correctly If no, will work with students on what I notice they are
doing incorrect
USE OF ASSESSMENT For each check for understanding in the section above, describe possible accommodations or
RESULTS (5 pts) modifications to instruction based on what individuals or groups may understand or fail to
understand (patterns of learning).

INSTRUCTION
HOOK/ANTICIPATORY SET Describe effective plans to communicate the lesson objective(s) and purpose; make connections
(10 pts) to prior learning, life experiences, and/or other disciplines; and hook students’ attention.

Bring the class up together tell them they will be playing games and using what they have been learning,
then break them into three teams

Instructional Procedures Model examples: 1) Gradual Release of Responsibility (GRR): I do, We

do, You do collaboratively, You do independently; 2) Rapid Release of Responsibility (RRR): You
do, We do, I do. Ask your instructor if a specific model is required.
LESSON BODY (25 pts)
State the model for this lesson ______________________. The sequence of the instructional
procedures will vary based on the stated model. Develop this section alongside the rubric to be
sure all required elements are included.
Modifications and Accommodations
Instructional Procedures Assessments/Questions to Support Individual Student
Learning Needs
I do- Bring the class up together tell them they will be Can the students successfully Kids who cant’ figure out the idea
and get mad, I would want to work
playing games and using what they have been play a game of softball
with them and try to get figuring it
learning, then break them into the same three teams out so that they don’t’ have to sit
from previous day out or something, class once they
did it again after already having a

Course Name & Number, pg 2 Approved 11/15/2017

 warning or kids who still didn’t get it
and were to become a distraction to
the class they would be asked to sit
down for the remainder of the day..

We do- as they warm up for 5 minutes walk around

giving pointers before the game

You do- play the game, the team with the best record
from previous day will play one of the two teams at
random except today the games will be 7 innings and
the same as day before winner plays the team who sat
out and due to 7 inning these will be the only two
games played

CLOSURE/STUDENT Student-centered review of lesson objectives, assessment of student understanding, student

REFLECTION (10 pts) reflection on purpose and value of lesson, incorporation of writing (if applicable), and connections to
future learning.

MATERIALS, RESOURCES, & TECHNOLOGY

TEACHER MATERIALS & Complete list of teacher materials and resources used in the lesson and lesson development,
RESOURCES (4 pts) and complete list of materials for differentiation, lesson modification, or accommodation to
support individual student needs. Include links to online resources/materials.
Softballs, gloves, bases, and balls

Detailed list of all materials and resources used by students during the lesson including links to
STUDENT MATERIALS & online resources/materials, and resources/materials specific to IEPs and 504 plans. Attach
RESOURCES (5 pts) copies of any candidate created/modified print materials, resources, language supports and/or
assessment to be used by students.
Softballs, gloves, bases, and balls

TECHNOLOGY (4 pt) Describe how technology is modeled and/or applied in the design/development, implementation,
and/or assessment of learning experiences to engage students and improve learning.
Music in background

Course Name & Number, pg 3 Approved 11/15/2017

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