West Virginia State University

Andrew Jackson Middle School

Courtney Coffman
st
Day __Friday November 21 2014__
Lesson Title Pin Down_
Grades__7th&8th __Number of Students_20-30 _
INSTRUCTIONAL OBJECTIVES/STUDENT OUTCOMES
Students will apply concepts and principles of human movement to the development of motor
skills and learning of new skills. Students will also utilize basic offensive and defensive
strategies while participating in individual, dual, and team sports.
WV CSOS
PE.7.5.03 demonstrate knowledge of rules, etiquette and safety while participating in various
physical activities (e.g. sportsmanship, fair play).
PE.7.5.04 practice decision-making and communication skills while participating in physical
activity.
PE.8.5.02recognize the affect peer pressure has on physical activity participation and
performance.
PE.8.2.01 demonstrate various motor skills that increase physical activity participation and
performance
NASPE STANDARDS
Standard 2 - The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.
Standard 4 - The physically literate individual exhibits responsible personal and social behavior
that respects self and others.
MANAGEMENT FRAMEWORK
Overall Time- 45 minute lesson
Time Frame- 10 minute warm up
5 minute explanation of the activity.
25 minute activity
5 minute cool down
STRATEGIES
Teacher Led discussion, student and independent practice, guided instruction for rules, Teacher
will model instructions and demonstrate any unsure questions. Students will work in cooperative
teams that will allow for strategic thinking and teamwork.

DIFFERENTIATED INSTRUCTION/ADAPTATIONS/ INTERVENTIONS

ADAPTATIONS FOR SPECIAL NEEDS: Students diagnosed with Attention Deficit Disorder
will be able to participate fully with minimal modifications. The equipment is suitable for all
students of varying abilities. In the event the students behavior becomes undesirable an alternate
fitness activity targeting upper body strength, cardio endurance, and core strength will be
implemented.
DIVERSITY: Students of all abilities will be able to participate fully. The vast amount of
students that are able to participate makes the activity great for all levels of ability. Students will
work together to build teamwork and thinking together to accomplish the task.
PROCEDURES
Introduction/Lesson Set:
Students will be introduced to the lesson and how it pertains to what they have learned about
bowling.
Body & Transitions:
When students arrive the gym will be set up.
Warm up:
Static Stretching
Right Arm across
Left Arm across
Touch Toes
Right leg
Left leg
Quad Stretch
Back Stretch
Students will also play bean bag toss as an intro warm up.
Once students finish the warm up we will go straight into the rules and procedures of Pin Ball as
followed.
1. Place down a bunch of hula-hoops in the gym spread out (about half as many as there
are players).
2. Place a bowling pin in each hula-hoop.
3. One player starts at each pin/hula-hoop.
4. Remaining players form a line at the side.
5. Introduce the dodgeballs.
6. On the signal, players try to knock over other players pins. They can leave their area if
they want but at their own risk!

7. If a pin is knocked down, the line at the side yells PIN DOWN and the player whose
base that was goes to the back of the line.
8. The first person in line then enters the game and picks pin up (that is their pin now).
9.

Game continues in that fashion. Have fun!

Closer: Students will have been learning about bowling and motor skills. With pin bowling this
will fit into previous lessons and students will have learned another way to utilize the strategies
of bowling.

ASSESSMENT
Diagnostic: Students Prior knowledge will be tested pertaining to what they have been learning
about bowling over the last couple of weeks.
Formative: I will assessing students through interacting with them in the activity and watching
how well they interact together and perform with their classmates.
MATERIALS:
Ten hula hoops
Ten soft balls
Ten bowling pins
EXTENDED ACTIVITIES
If Lesson Finishes Early
If lesson finishes early we will discuss what body parts students used for this activity and how it
pertained to what they have been learning about bowling.
ASSESSMENT OF LESSON
Informal teacher assessment of the level of participation by each of the team members. Instructor
will also assess the intensity, strategy, and demonstration of skills by each team.
If Technology Fails:
Technology was used prior to this lesson. Students were instructed to watch a video on Pin Ball
at home prior to the current day.
Technology will not be used for this activity other than the equipment.

Courtney Coffman
School: Andrew Jackson Middle School
Principle: Rhonda L. Donohoe
Teacher: Lora Rawlings
Grade and/Content: 6th,7th, & 8th grade Physical Fitness
Date: 11/19/2014

Heading
My name is Courtney Coffman and I am currently observing at Andrew Jackson Middle
school in Crosslanes W.V. The principle of AJ is Mrs. Rhonda L. Donohoe. The two teachers I
observe are Mrs. Lora Rawlings and Mrs. Julie Adams. I have been observing and teaching 7th
and 8th grade physical education. The title of this lesson is Pin Down.
Planning
My students have been learning bowling techniques and I was able to implement this into
the lesson plan. I feel my rationale was along the course of what the students were currently
learning. I wanted to challenge the students to take everything they have learned about bowling
and put that into use with a new game but with the same concepts. I feel that I planned this last
lesson properly and the lesson fit in perfectly with what the students were currently learning. I
was able to use WV CSOs and national standards that fit right into my lesson plan and covered
motor skills and what the lesson was about.

Implementation
I gave students a video link to watch from home explain Pin Down before students
returned to class to participate in the activity. I feel this was the best lesson I have taught. Pin
down went over very well and students seemed to really enjoy this game and each other while
playing. Maybe, I could have broken the class into a few teams and not just two teams. This
would have allowed for an elimination round and this concept would have worked if I had a 90
minute class not 45. I feel I used my time wisely and to the advantage of the students. My
students had plenty of time to play and all the students had a change to be a goalie at least once
or twice. I had ample space in the gym for set up of the activity and deliverance. I closed out the
lesson by pulling it back to what students have learned about motor skills and the same
movements they used for pin down that they used in bowling. I feel all students were engaged
and the pace was very lively and I moved with the students and was able to engage with students
while they enjoyed the game.
Clarity of presentation
I feel I did very well speaking to students. This last lesson, I was less nervous and had
grown to know my students a bit better. I feel my volume was right on with a higher elevated
sound to ensure all students could hear me in the gym. In my last lesson reflection I talked about
my pace of talking because I have speak very quickly at times so in this lesson I slowed that
down. Everyone could hear me more clearly when I slowed down and I think they understood
what was expected of them a lot better.
Attention to individual differences

As with my last lesson, my choice of strategies and activities accommodated all

differences and learning styles. Every student had a blast playing pin down and non were hesitant
about playing. I feel that since they had already been learning about bowling and the movements,
they know what was expected of them in this game. Students were physically, mentally and
verbally involved in this game. All students were able to play this game and there was no
finishing early because we all stayed on task together.

Focus on relationships and student response

Once again, these students related very well with each other. They were very respectful
and listened to my direction and were not defiant at all. I feel students were very with me on this
activity and really enjoyed it. Students were very encouraging of each other and positive. They
cheered each other on and took turns and played well together. Students had to work together to
knock pins down and to make sure there was a constant flow of who was up and who was
knocked out. All students did have an opportunity to participate and they were happy to do so.
Planning and Implementing Higher Order Thinking Skills
Students were given the rules of the game then placed in two large groups. Students were
encouraged to work together and alone to come up with strategies to protect their pins from the
person rolling the ball. Students had to reach back into their memory of what they had learned
about bowling and use these skills to win the game. Students had to use self-assessment to
manage their circle and avoid getting their pin knocked down. They had to assess what they
could do better next time or what they did well with this time around. Students once again had to

work together and apart to be successful. This helped students to connect and trust each other to
protect themselves in the game.
Assessment measures student learning
Students were tested diagnostically based from prior knowledge pertaining to what they
had been learning about bowling over the last couple of weeks along with what they had learned
from the video they watched. I asked questions about bowling and the proper movement and
footing. I let students show me what they had learned and teach me. I also assessed formatively
through interacting with students in the activity and watching how well they interacted together
and performed with their classmates. My students showed interest and showed me they really
learned what I taught them through their actions and playing the game. I feel this last lesson went
better than the two before and I happy to have learned several vital tips myself.