Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Anna Timmer

Date

04-12-2016

Subject/ Topic/ Theme

Basketball

Grade __5th Grade______________

I. Objectives
How does this lesson connect to the unit plan?
The students will be continuing to practice their dribbling skills along with learning about defense in basketball. This will help them when it comes to game play.
cognitiveR U Ap An E C*

Learners will be able to:

Use the strategy of shielding the ball while practicing their dribbling.

Practice their defense and defensive stance in the game Gauntlet.

physical
development

RU

Ap
Ap

RU

Ap

socioemotional

Ap C

Display respect and encouragement to their classmates.

Identify between a good and bad defensive stance.

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 will already have a basic understanding of dribbling and what a defender is supposed to
look like from the previous lesson.
Pre-assessment (for learning): Ask the students how a defender should look like.

Outline assessment activities

(applicable to this lesson)

Formative (for learning): Have the students show me what a defender looks like and I will be able to base the
rest of the lesson off their skills.
Formative (as learning): Students will tell me one or two things they learned today at the end of the class.
Summative (of learning):

What barriers might this

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

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
I will have students help
demonstrate the game gauntlet.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
The names of the core exercises
represent what the students will be
doing. Will give the students an
idea of what it should look like.

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Provide Multiple Means of

Action and Expression
Provide options for physical
action- increase options for
interaction

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Students will give high fives after

the core workout to classmates,
and participate in a basketball
drill.
Provide options for expression
and communication- increase
medium of expression

Students will pick one of the core

exercises to do a second time.

Students will be communicating

with one another on who won.
Rock, paper, & scissors if
disagreement.

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration,
mastery-oriented feedback
Students must play good defense
if they want to practice their
dribbling skills/become the
dribbler.

Provide options for

comprehension- activate, apply &
highlight
Students will be able to
demonstrate what they have
learned from my
explanation/demonstration in the
Gauntlet.

Provide options for executive

functions- coordinate short &
long term goals, monitor
progress, and modify strategies
Students will continue to work on
their dribbling and defensive
skills throughout the rest of the
unit.

Provide options for selfregulation- expectations, personal

skills and strategies, selfassessment & reflection
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?

-30 cones
-8 basketballs
-Stereo and auxiliary cord (music is played during the class)

-The cones will be set up in a grid that has 20 boxes. There will be one student in each box. The
other students will have basketballs and will be attempting to dribble through all the boxes.

III. The Plan

Time
10:50AM

Components
Motivation
(opening/
introduction/
engagement)

10:55AM

11:05AM

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
them know that Im excited to see them today. I
and shoot, dribble, or pass, or hang on the bar.
also will join in on any shooting or passing with
the students.
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 improve their fitness level by participating in
a core workout. 2) Students will be able to
practice and improve their basketball skills in the
game Gauntlet.

The students will raise their hands to read the

goals.

I will ask the students to pick a spot on one side

of the basketball court. They must be an arms
length away from the other students.

Students will go and sit down in a spot on the

floor.

I will lead them through a core workout. The

workout consists of five different core exercises.
1) Cherry pickers: lean back, legs up, and twist
your trunk while bringing your arms side to side
(30x)

Students will participate and try their best in all

the exercises

2) Flutter kicks: lay on your back, bring your legs

up a few inches off the ground, and then youre
going to kick your legs
(25 seconds)

9-15-14

11:15AM

3. Plank: use your forearms to lift your body up

and parallel to the ground, and hold for 25
seconds
4. Toe touches: lift legs straight into the air, and
reach with your arms to touch your toes, then
come back down, repeat. (20 times)
*Pick favorite one to repeat!
After the core workout, students will get a drink
and meet me by the baseline of the basketball
court.
I will then explain the game Gauntlet.
It is set up in a grid that consists of 20 boxes.
There will be one student in each box. It is their
job to play defense against the dribblers and not
let them get through their box. It is the dribblers
job to beat the defenders to the next box. The
students will be rotating in a serpentine pattern.
Then I will ask the students how they think the
dribbler can beat the defender. I hope to hear
answers like:

Students will grab a drink of water and will sit

down on the baseline when they are ready.
Students will listen attentively as I explain the
game. They will raise their hands at the end of
the demonstration if they have any questions.

Students will raise their hands if they know the

answer and wait until I pick on them to
explain/demonstrate.

-Shield the ball (keeping it away from the

defender)
-Cross-over
-Dribble the ball low
*Once the dribbler gets past the defender, they
have won and continue on to the next box.
Then I will ask the students what they think a
defender is supposed to look like. I hope to hear
answers like:

Students will raise their hands if they know the

answer and wait until I pick on them to
explain/demonstrate.

-Knees bent
-Arms out
-Sliding back and forth
*The defender may NOT foul. If they do, the
dribbler gets to move on to the next box.
I will tell them three ways the defender can win.
1) The dribbler dribbles out of bounds (out of the
cones).
2) The defender knocks the ball away from the
dribbler.
3) The defender steals the ball/takes the ball away
from the dribbler.
*Once I am finished demonstrating, I will ask if
the students have any questions.

11:28AM

9-15-14

-I would have students go to the boxes by their

class numbers 1-20, and the rest of them grab a
basketball.
-I will be walking around the gym, helping and
correcting any students that need it.
When time is up, I will tell students to put the
balls back on the rack and to line up by the back

Students will raise their hands if they have

questions.
Students will wait until I call their number or tell
them where to start dribbling.
Students will be participating in the task.
Students will put the basketballs back on the
racks and line up by the door.

11:29AM

I will then ask the students to assess how they

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

Students will give me a thumbs up, thumbs

down, or sideways.

I will then tell them about my own assessment of

the class that day.
Then I will ask the students to assess their effort
and participation.

Students will give me a thumbs up, thumbs

down, or sideways.

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.)
This lesson went pretty well too! It took a little while to get the students quieted down to listen to the instructions of the core
workout, so I had to use my momma bear voices as Mr. Sicilia would call it. When the students quieted down and listened,
I was able to lead them through the workout. I thought the students did a great job and it seemed like they tried their best.
After they got a drink of water, I began to explain to them Gauntlet. Its a great game/drill because the students are able to
work on important basketball skills like dribbling and defending. They also are able to learn more about the rules of the
game like traveling, fouling, and what a steal is. The drill, however, is very intricate and involves a lot of explanation and
clear instruction, or the students will be confused. I asked the students questions about the drill and how to do certain things
to make it seem more clear to them. After a rough few minutes of the game, the students finally got the hang of it and seemed
to enjoy it. There were a few students that exceled in the drill, and then there were a few that struggled. I walked around
encouraging as many as them as I could. Overall, I thought it went well and the students accomplished what I wanted them to
accomplish.

9-15-14