Please help me with this assignment for my Education class. I have to create a 5 day lesson plan on wiffle ball (baseball). I am attaching an example of one that the professor gave us. It needs to be in that format. I am only attaching the example of day one but I have to do 5 days. PLEASE DO IN SAME FORMAT AS THE EXAMPLE ATTACHED. I HAVE ALREADY ASKED ONE QUESTION ON THIS AND THE ANSWER WAS NOT IN SAME FORMAT AND DIDNT CONTAIN ALL INFORMATION.

Simone Leal Final project Unit Plan Cover Page Unit Topic: Soccer Psychomotor Objectives: Student learners will develop the physical skills that will enable them to become better soccer players. The students will learn the skills of dribbling, passing, receiving, and shooting that are needed to play soccer. The emphasis will be placed on improving their skills while exercising the proper technique. Cognitive Objectives: Student learners will develop a basic, fundamental knowledge about the game of soccer and the skills involved. Students will learn how to properly pass, dribble, receive, and shoot and the rules of the game. Students will be able to respond to some questions posed during class and check some things in rubrics. Affective Objectives: Student leamers will develop their social skills. Qualities that will be developed during this unit are sportsmanship, teamwork, and positive attitudes. Participation, attitude, respect will be also categories to have in consideration. Making at least two supportive skill-or-outcome-related statements to their classmates will allow students to express respect for their peers. Lesson 1 Topic: Maintaining possession of the ball (dribbling) Teaching styles used: Command, learner designed individual program (warmup), practice, self-check guided discovery, divergent discovery Lesson 2 Topic: Maintaining possession of the ball (passing and receiving) Teaching Styles used: Command, practice, learner designed individual program (warmup), reciprocal, guided discovery, convergent discovery, leamer initiated style (practice task 2) Lesson 3 Topic: Maintaining possession and attacking the goal (shooting) Teaching styles used: Command, practice, inclusion, guided discovery, divergent questions, self-check Lesson 4 Topic: Restarting play (throwing in) Teaching Styles used: Command, practice, guided discovery, self-check Lesson 5 Topic: Penalty kick Teaching styles used: Command, learner designed individual program (warmup), practice, convergent questions Lesson Plan 1 Cover Sheet Teacher: Simone Leal Collaborating Teacher: N/A Date: 11/18/21 Unit: Invasion games Subject: SoccerSimone Leal Final project Grade level: Elementary Day # November 18 , 2021 Location: Aux gym Time Period: 11:00am Class Description: The purpose of this class is to encourage a healthy lifestyle by participating in physical activities. Purpose of Lesson: The purpose of today's lesson is to maintain possession of the ball by dribbling to control the ball. Objective's: The student learner will: (What will they know and be able to do a it relates to the described purpose of the lesson? This must be connected to your assessment.) A. Psychomotor: 1. The student learner is able to score at least 3 points in game 2 by dribbling the ball to the opponent's line. The student learner is able to control the ball while dribbling for one minute in one of the practice tasks. B. Cognitive: 1. The student learner is able to answer to at least 2 out of the 3 questions after the initial game. The student learner is able to check 3 out of the 4 components in the rubric. C. Affective: 1. The student learner is able to demonstrate respect to their peers by making at least 2 supportive skill-or-outcome-related statements to their classmates during a practice task or game. 2. The student learner is able to check at least 3 things in the sample rubric for assessing affective domain. Pre-assessment: Game 1 will address the students' ability to maintain possession of the ball and dribble to control the ball. Post assessment: Game 2 will address the students' ability to maintain possession of the ball by moving into space to avoid opponents and move the ball forward using controlled actions. Space needs: Aux gym Markings: N/A Equipment Needed: Soccer balls, comes Standards: Domain: Physical competence. Students will demonstrate proficiency in motor skills and movement patterns needed to perform a variety of activities. (Throwing, Passing, Running) Domain: Physical Competence: Students will apply the knowledge of concepts, principles, strategies, and tactics related to movement and performance. Domain: Knowledge and Understanding. Students will demonstrate physical literacy needed to achieve and maintain a health-enhancing level of physical activity. Domain: Motivation and Confidence: Students will exhibit responsible personal and social behavior that respects self and others. Source of Information: https:/dese ade arkansas.govFiles/20201209134403 ADE 0119-001.HealthDocument J.pdfSimone Leal Final project Daily Lesson Plan Time Allotment Anticipatory Set Teacher & Student Class Organization Teaching Cues Analysis management and transitions (what you plan to say, use as feedback, etc. )short phrases or must be connected to goals, objectives and lesson focus counts to use as feedback Smin Warm up The students will perform 2 laps around the aux gym at a jog or To Everyone: Let's make sure we properly warm up, so we The warmup is one of the most important steps to achieve all three objective domains of this rum. The students will then come together ther and perform an active don't get injured or hurt ourselves. lesson. In order for all of the objectives to be eed to be able to perform the warm up. These include high knees, butt kicks, squat jumps, ann lesson. If students get injured, they will not be able to um the purpose of the lesson circles, and upper body twists. I will have a student leading the and achieve it. warmup exercises. 6min Game 1 Ivl played in a limited area marked with comes at each end. The To everyone: do your best to get the ball to your opponent's Game 1 is being played to give the students freedom to learn on their own while playing the goal is to stop the ball on the opponent's line (between the cones) line game and to experiment different ways to dribble. to score. After a goal is scored, the ball is returned to the player who conceded the goal. The player who scored must retire to halfway down the playing area. 2min Discussion/questions During this time, I will ask the students to meet up to discuss the To everyone: let's meet and talk about what we just learned During this part of the lesson, students will be presented with questions that will make them game that they just played, how they liked it, and what we will from playing the game. think about what all they experienced in game 1. During this time, I am introducing the learn in the practice tasks. At this time, I will include guided and As we continue into the lesson let's make sure that we are questions that were included into my cognitive objective. divergent questions. practicing safety while having fun and praising each other What is the goal of this game? for the good things that we do. A: Get to the opponent's line and stop the ball. So, how do you get the ball to the line A: Dribble What problem does the opponent give you? A: She's in the way. You have to keep the ball away from your opponent while you dribble How many parts of the foot can you use as you dribble? A: Six, the inside, outside, instep, sole, heel, and toe Time Allotment Body Teacher & Student Class Organization Teaching Cues Analysis management and transitions what you plan to say, use as feedback, etc. )short phrases or must be connected to goals, objectives and lesson focus counts to use as feedback 6min Practice task 1 and extension On this first practice task, students will perform free dribbling To everyone: Keep the ball close and use all parts of both This practice task will present students the proper way to dribble the ball and freedom to use within a specified area. One ball to each student or students share fee both feet. We will be focusing in one of the aspects of the cognitive objective since students a ball if necessary. I will call "turn", "speed up" or "slowdown" will check if they performed the components in the rubric. It will also be focusing on one of (or anything else that forces a change in direction or speed). The the aspects of the psychomotor objective. goal is to closely control the bell while dribbling and quickly change speed and direction. Students will focus on 4 components. keeping the ball close, using all parts of both feet, turning and moving away at high speed, and head up. After the task students will fill out a rubric to check if they perform 6min Practice task 2 and extension On this practice task, students will be in groups of 3 and the goal is To everyone: Let's make sure we don't hit the comes and use This practice task will focus on going around some obstacles to simulate players. to pass through an obstacle course. This is a course using comes both feet that the students will have to dribble through. The ball starts whereSimone Leal Final project the group has 2 players. They complete the obstacles and give the ball to the partner who does the same in the opposite way. To make it more competitive and an extension can be having the students dribble as fast as they can and see which group wins making it a competinon 6min Practice task 3 and extension On this practice task, all but 2-3 student will have a ball. The To everyone: Keep the ball close to you This practice task will focus on keeping the ball close to you and avoiding other players to students who do not have a ball will try to kick the other students' To students trying to kick the ball: make sure to be careful as stole it by kicking it out of your way. balls out of their feet. If they are able too, the students whose bell you kick the ball, so you don't hurt anyone was kicked out then also try to kick others ball and the game continues until 1 person remains. Rotate the 3 who do not have the ball. 2min Discussion During this time, I will ask the students to meet up to discuss the To everyone: let's talk about what we just learned from the This time will be used to present questions that lead students to critically think about what practice task that they just did At this time, I will include guided practice tasks they experienced in the practice tasks. and divergent questions. What is the best way to keep the ball away from your opponent? A: Keeping the ball close to you. How should you change speed and direction? A: Quickly Time Allotment Closure Teacher & Student Class Organization Teaching Cues Analysis management and transitions (what you plan to say, use as feedback, etc. )short phrases or must be connected to goals, objectives and lesson focus counts to use as feedback 6min Game 2 For this game, the rules and safety are the same as game 1. The To everyone: make sure to use everything we learned Game 2 will accomplish the other psychomotor objective by measuring that students can second level of extension will be having some comes as obstacles score at least 3 points. The things that the students learned in the practice tasks will be used in in the area students are playing to make it more challenging this game. 2min Closure The students will come together in a group for me to recap what To everyone: Does anyone have any questions? Make sure to The closure is being used to confirm that we accomplished both the affective objective and they learned in the lesson At this time, I will ask the stude iber what you learned because it will help you in the cognitive objective for the class. During this time back was given to the do some cool down stretches. These will include touching toes, future lessons. student learners by one anoth ided and divergent questions. quadriceps stretch, shoulder stretch, knee to chest, butterfly After completing ing up to this point the student learners should be able to stretch, and wrist stretch demonstrate proficiency in dribbling the ball. Some questions that will be asked are: (These can be used in kahoot) Do you think you improved from game 1 to game 2? What are the four components needed to dribble? A: Keep the ball close, use all parts of both feet, turn and move away at high speed, and head up. During this time, we will ask the students if their team praised them for doing some d during the lesson. If not, we will have the students give praise to their team before leaving class.Simone Leal Final project Self-Evaluation Rubric Yes No Keep the ball close Use all parts of both feet Turn and move away at high speed Head up Affective domain assessment/rubric Name: Date : The purpose of the assessment is to keep track of behaviors displayed by students during learning tasks and game play. 3-point scale 3 = positive behavior identified 2 = some positive behavior identified 1 = negative behavior identifiedSimone Leal Final project Behaviors Supports and encourages classmates Follows rules without argument Dribbles the ball with respectful matters Does not taunt anyone in the class Lesson Plan 2 Cover Sheet Teacher: Simone Leal Collaborating Teacher: N/A Date: 11/19/21 Unit: Invasion games Subject: Soccer Grade level: Elementary Day #: November 19 , 2021 Location: Aux gym Time Period: 11:00am Class Description: The purpose of this class is to encourage a healthy lifestyle by participating in physical activities. Purpose of Lesson: The purpose of today's lesson is maintaining possession of the ball by passing and receiving balls on the ground. Objective's: The student learner will: (What will they know and be able to do a it relates to the d the lesson? This must be connected to your assessment.) D. Psychomotor: 1. The student learner is able to make 5 consecutive passes before attempting to score. The student learner is able to make 10 passes in a row with a partner in one of the practice tasks. E. Cognitive: 1. The student learner is able to answer to at least 2 out of the 3 questions after the initial game. The student learner is able to check 2 out of the 3 components in the rubric F Affective: 1. The student learner is able to demonstrate respect to their peers by making at least 2 supportive skill-or-outcome-related statements to their classmates during a practice task or game. 2. The student leamer is able to check at least 3 things in the sample rubric for assessing affective domain. Pre-assessment: Game 1 will address the students' ability to main atain possession of the ball by passing and receiving. Post assessment: Game 2 will address the students' ability to maintain possession of the ball by passing and receiving with proper form. Space needs: Aux gym Markings: N/A Equipment Needed: Soccer balls, comes