Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Anna Timmer

Date

04-14-2016

Subject/ Topic/ Theme

Basketball

Grade __5th grade________

I. Objectives
How does this lesson connect to the unit plan?
The students will be focusing on how teamwork plays a huge role on the basketball court. This will prepare them for game play.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

Ap C

Display teamwork and communication during the game Catch-5.

Perform the correct form of a chest pass and a bounce pass.
Improve their shooting ability during lightning.
Encourage their teammates during the game Catch-5.

RU
RU

Ap
Ap
Ap C

Common Core standards (or GLCEs if not available in Common Core) addressed:
Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
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.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

-Students should have a basic understanding and knowledge of dribbling, passing, and shooting
from previous lessons.
Pre-assessment (for learning): Ask the students how they should perform a chest or bounce pass.

Outline assessment activities

(applicable to this lesson)

Formative (for learning): After the demonstration of Catch-5, have the students recall the rules of the
game.
Formative (as learning): Students will be assessing when providing feedback during the game Catch-5.
Summative (of learning):

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?

9-15-14

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
I will have students help
demonstrate Catch-5 that may
help other students understand.

Provide Multiple Means of

Action and Expression
Provide options for physical
action- increase options for
interaction
Students will be practicing their
passing and communication
during a team game.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
Students will be able to connect
their understanding of shooting to
the acronym BEEF.

Provide options for expression

and communication- increase
medium of expression
Students will be communicating
with their teammates during the
game Catch-5.They will also be
giving high fives and fist bumps at
the end of the drill.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
I will let the students choose what
type of activity they would like to
do for the first three minutes of the
class.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Students will have the option to
play in an advanced game of
lightning to challenge themselves.

Provide options for

comprehension- activate, apply &
highlight
Students will be able to
demonstrate what they have
learned from my explanation in
Catch-5.

Provide options for executive

functions- coordinate short &
long term goals, monitor
progress, and modify strategies

Provide options for selfregulation- expectations, personal

skills and strategies, selfassessment & reflection

Students will continue to work on

their passing and shooting skills
throughout the rest of the unit. I
will be adjusting my lesson plans
based on their abilities.

I expect students to improve their

basketball skills from the
beginning of the unit to the end.
I will ask students how they think
they did in terms of effort,
participation, encouragement, and
respect at the end of the class.
I will then tell them about my own
assessment of their effort,
participation, encouragement, and
respect for the day.

Materials-what materials
(books, handouts, etc) do you
need for this lesson and are
they ready to use?

How will your classroom be

set up for this lesson?

-1 basketball for Catch-5

-2 basketballs (6 total) for Lightning
-3 markers to mark the line where the students can shoot from for Lightning
-Stereo and auxiliary cord (music is played during the class)

-First part of class: no special set-up

-Second part of class: 3 hoops will be used for the game lightning

III. The Plan

Time

Components

10:50AM
Motivation
(opening/
introduction/
engagement)
10:53AM

10:55AM

11:00AM

9-15-14

Development
(the largest
component or
main body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
I will be walking around saying hi to all the
Once the students enter the gym, they will have
students, while giving them high fives. I will let
time to run around the gym, grab a basketball and
them know that Im excited to see them today. I
shoot, dribble, or pass, or hang on the bar.
also will join in on any shooting or passing with
the students.
I will tell students to put the balls on the rack and
I will wait for all of the students to meet me at the
white board before I begin to explain todays
activities.

After the students put the balls away on the ball

racks and get drinks from the drinking fountain,
they will go to the white board and sit down.

I will begin the lesson by having a few students

read the goals that I have written on the board.
The goals for todays activities are: 1) Students
will display teamwork and communication during
the game Catch-5. 2) Students will practice
their basketball skills during Lightning.

The students will raise their hands to read the

goals.

I will begin to explain Catch-5 to the students.

(PHYSED GAME)

The students will stay seated and listen during the

explanation.
They will raise their hands to answer and wait to
be called on.

To begin, I will ask the students what they think

is really important to have when they play
basketball? I hope to hear the word teamwork.
I will explain how the game focuses on teamwork

and how important it is for a basketball team to

have.

11:08AM

11:18AM

1) There will be 2 teams in the playing area (use

a half-court or full court basketball or volleyball
court).
2) The goal of the game is to complete 5
successful passes, without the other team
intercepting or knocking the ball away, to earn a
point.
3) Passes must be counted out loud1,2,3,4,5!
4) Upon completing the 5th pass, that player puts
the ball against the ground and scores a point.
If the ball goes out of bounds, its the other teams
ball. Same thing with fouls (no contact allowed)
or if a team knocks it away.
*No dribbling allowed.
*Players are allowed to move so the person with
the ball can make pass. BUT once they get the
ball they must not move their feet.
**I will use a few students to help demonstrate
the game.

Students will raise their hands to answer.

I will ask them questions about the rules of the

game to see if they understand like how many
passes do you need to make before you get a
point?

Students will go to their sides and begin to play.

I will split the teams off using the app Team

Shake.
I will be playing with the students if they need
more numbers or if one team is dominating the
other.

Students will grab a drink of water and meet me

in the middle.

I will stop the game and tell the students to grab a

drink of water and meet me in the middle of the
court.

Student will listen quietly.

I will tell them that they will play Lightning so

that they can work on their shooting.

Students will raise their hands to answer the

questions.

I will ask them questions about the rules of

lightning to see if they can recall the game.
11:20AM

11:28AM

I will then quick review BEEF with the students

and demonstrate the proper shooting form.

Students will then choose which hoop they would

like to participate on.

Then I will tell the students they can choose

between a most competitive, less competitive, or
least competitive hoop to play on.

Students will be participating in the task.

I will be walking around the gym, helping and

correcting any students that need it.

Students will put the basketballs back on the

racks and line up by the door

When time is up, I will tell students to put the

balls back on the rack and to line up by the back
door.
11:29AM
Closure
9-15-14

Students will give me a thumbs up, thumbs down,

or sideways.

I will then ask the students to assess how they

thought they did with their listening skills and
being respectful to one another.
(conclusion,
culmination,
wrap-up)

I will then tell them about my own assessment of

the class that day.

Students will give me a thumbs up, thumbs down,

or sideways.

Then I will ask the students to assess their effort

and participation.
I will then tell them about my own assessment of
their effort and participation. I will also talk
about what they will need to work on for next
class period.

I will tell them to have a happy and healthy

week!
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
In this lesson, I wanted to progress from working on individual skills to finally emphasizing teamwork in the game Catch5. In this game, the students will have to work together to earn points by passing the ball at least five times. By passing the
ball, I would hope that the students would understand that if the ball is kept moving, it is hard for the defense to get it. Just
like it would be hard in a game if the ball was constantly being passed around. I really like the idea of five passes before a
point because I believe it will emphasize the importance of teamwork to the students, along with working on their passing
skills. I also gave time at the end of the lesson for the students to continue to work on their shooting skills. Basketball
wouldnt be basketball without the players having the ability to shoot the ball. I also think that the students will need as
much time as they can to work on their shooting skills, especially if they are unable to outside of the class. These games give
the students the chance to be encouraging to one another, work on their communication, and to give feedback to their peers
and to me as I walk around the gym.

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