Student Teaching Example Lesson Plan

Name: Eric Liegel

Lesson Title: Archery Day 2
Unit: Archery
Date: 11/3/14
Estimated Time/Length of Lesson: 30 minutes
Grade Level: High School
Central Focus
What is the
Central Focus for
the content in the
learning segment?

During this lesson, which is the second lesson in our archery unit, the students will be
learning how to draw the bowstring back to their anchor point, the release, and follow
through.

Content
Standards

National P.E. Standards:

1,2,4

What standard(s)
are most relevant
to the learning
goals?

Wisconsin State Teacher Standards:

1,2,3,4,5,6,7,8

Include SHAPE
Standards and
WI Content
Standards.
Student
Learning
Goal(s)/
Objective(s)
What are the
specific learning
goal(s) for
student in this
lesson?

Safety
Statement

LEARNING GOALS
Students will learn how to properly draw the bow string back to their anchor point,
and how to properly follow through after the release.
OBJECTIVES
Psychomotor The students will be able to properly demonstrate drawing the bow
string back to their anchor point on their face and following through after the release
with 70-80% accuracy by the end of the lesson.
Cognitive The students will be able to properly explain were their anchor point is,
and how to follow through after the release of the bow string. They will be able to
explain that the proper anchor point is drawing the bow string and their hand back to
their chin, nose, or corner of the mouth. During the follow through, after you release
the bow string, you want to continue to draw your hand back in a smooth motion
while your hand holding the bow stays as still as possible.
Affective Students will be able to stay on task and actively participate throughout
the lesson. They also will be working on sportsmanship by being safe and following
directions and protocols.
It is very important as a teacher in the unit of archery to go over the protocols and explain
how the process will be carried out during class. Archery can be a very dangerous, but if
you take the right steps and inform your students, things can be safe and fun. First, inspect
your equipment to make sure the string is in good shape, and that the arrows look good.
Next, make sure you have a good area for a shooting range. You dont want anyone to be
around your shooting range, and it is best to have a line or path to use as your set location to
shoot from. Finally, there should be set commands for each shot. Everyone should knock,

shoot, and retrieve their arrows at the same time. I know it might get very repetitive, but
using those commands and protocols will help prevent major issues. Also as a teacher you
are going to want to make sure everyone stays back behind the shooters, and everyone is
spaced out equally and a safe distance apart.
Assessment of
Learning
Describe your
formative and
summative
assessments you
will use.
Learning
Environment/
Behavior
Expectations
What procedures
will you use to
ensure students
are safe, on task
and engaged?

I will use a formative way of assessment, by asking questions and checking for
understanding. I will ask questions that ask the students to define and point out different
parts of the bow, ask them to locate the anchor point, and to define a proper follow through
after the release.

As a teacher, I will facilitate and direct the commands so that everyone is on the same page.
I will encourage the partner that is not shooting to help communicate what they see after
each shot, and what corrections the shooter could make. As a teacher I will also stress on
encouragement, as archery can be a frustrating sport, and some people can get the hang of
aiming better than others.
Expectations: I will expect that all the students follow the directions and protocols. I
understand that some students will catch on better than others, but I will expect that all
students try their best to keep improving and become more consistent.

What might
happen that you
might not
expect?

Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.
Instant Activity: Prairie Dog knock down. Each will get a
Launch/
Motivational Set
hula hoop and bowling pin. They will find a space in the
__________ Minutes
playing area, set up their pin in the middle of their hula hoop,
and start to move around their hula hoop. After everyone gets
How will you start the
set up, I will put one ball into play. The students will without
lesson to engage and
moving, try to throw the ball and knock down some ones pin.
motivate students in
If your pin gets knocked down, you pick up your hula hoop
learning?
and pin and move to another spot. I will continue to put more
balls into play, and modify rules both as a class and
individually as needed.
Instruction: (Body of
the lesson)
__________ Minutes
Write the step by step
Teaching
procedure/progression
here.

Tasks
(Extensions)
Make a team
game out of
the prairie dog
knock down
game.

Cues
(refinements
) Anchor
point at your
smile.

Challenges :
(Applications
)- See which
pair can get
the highest
total score in
archery.

Modifications
: Add or take
away a step in
the prairie dog
knock down
game.

What will you say and

do? What questions
will you ask?
How will you engage
students to help them
understand the
concepts?
What will students do?

Demonstration #1: Go over what the anchoring point is, and what the correct follow
through looks like. Describe and demonstrate this to the class.

Activity 1: Allow the students to practice these two things, and

what they worked on the day before by shooting at the targets. We
will follow our class rules and protocols, and switch after 3 arrows
with their partners. Challenges can be added as needed for each
student.

WRITE OUT TRANSITION DESCRIPTION going into and out of

each of the Tasks:

1. Great the students in their

teams.
2. Explain to them that today
we will be doing a quick instant
activity, and then start our
second day of the archery unit.
3. Have each student get up and
get a hula hoop and bowling pit
and find a place within the
playing area.
4. Play prairie dog knock down.
5. Have the students put their
equipment away, and sit long
the three point line.
6. Explain to them that today
we will be working on the
anchor point and follow
through.
7. Explain to them what those
two terms mean.
8. Demonstrate those two
terms.
9. Pair the students off in pairs,
and have them get their
equipment.
10. Have the class find an area
along the shooting line.
11. Practice time. Each students
takes three shots and then
rotates. Remember class
protocols.
12. Finally if the students want,
they can add paper pool balls to
their target, and work on more
accuracy. Those will eventually
lead up to activities later to
come in the unit.
13. Have the students pick up
their equipment.
14. Closure and dismiss the
class.

(1 minute)
Demonstration #2: Archery 9-ball

Closure
__________ Minutes

Ask the students what the central focus of the day was?

How will you end the

lesson?
Write out the questions
that relate to your
learning goals and

Activity 2: Have the students place 3 pictures of pool balls on their

target. The students then while shooting will try to either hit the
balls in order, or hit all 3 arrows on the same target. Explain to
them that this activity will keep building up throughout the week.
Again, each student shoots three arrows and then rotates with their
partner.

WRITE OUT TRANSITION DESCRIPTION going into and out of

each of the Tasks:
(1 minute)

Ask the students to describe what the anchor point and follow through should look
like?
Ask the students what they enjoyed about today?

objectives.
Questions that Check
For Understanding
(CFUs)
Hook to next lesson
Differentiation

The next class we will be working on aiming at the target, and how to do that using
the scope.
Students with IEPs or 504 plans or students requiring other
accommodations:
Bow stand will be set up and ready to go for Johnny, as Johnny is an
upper amputee.
Gifted/Talented Students: Challenge them to be consistent, pick out
certain spots to aim at.
Language Differences (ELL): N/A
Learning Styles/Preferences: Will be giving verbal cues, visual
demonstrations, and putting words on board to read and visually
see.

Materials
What specific
materials/equipment
does the teacher need
for this lesson?

A hula hoop and pin for every student

5-8 gator skin balls
1 bow per pair
3 arrows per pair
1 target per pair
Laminated paper pool balls, about 3 per pair

What materials do the

students need for this
lesson?

Academic Language Demand(s):

What content
specific terms
(vocabulary) do
students need to
support learning of
the learning
objective for this
lesson

Anchor point- spot on archers face which the drawing hand comes to on
nose, corner of mouth)
Follow through- after the release, continue to bring your draw hand back

What specific way(s)

Understanding important terms in the sport of archery
will students need to use
language (reading,
Working together as a pair, and communicating together with technique and aiming
writing, listening and/or
speaking) to participate
in learning tasks and
demonstrate their
learning for this lesson?
Describe the language
function and demands
required a how you will
support your students
during the lesson.
EVALUATION OF
LESSON

PRE-PLANNING: Explain if their was previous instruction in this activity (

levels)

POST PLANNING: Assessment informs Teaching: what are future need

assessment results.

TEACHER REFLECTION NOTES:

ATTACHMENTS

Include any assessment, task cards, exit slips you used): Describe and numbered.

Resources:
List references and
Other Resources
used to support or
develop the lesson.

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