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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher MacKenzie Shelton


Date
11-6-15
Subject/ Topic/ Theme
I. Objectives
How does this lesson connect to the unit plan?

volleyball

Grade _5th___________

We will be focusing on the basic skills of learning how to set the volleyball so that the students can use this skill in a game like setting
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

Ap
Ap

Perform the correct the form while practicing the set in volleyball
U, An

Display respect towards their peers while working on their passing skills
Identify when the set is used in a game like setting

Common Core standards (or GLCEs if not available in Common Core) addressed: 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 have a basic understanding of how to set the volleyball and how it is used in a game like
setting
Pre-assessment (for learning): Ask students what they know about setting the volleyball

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Have students demonstrate the set in front of the teacher and adjust my teaching based
in their performance
Formative (as learning): Students will be assessing when he/she is the coach and will provide feedback to peers
Summative (of learning):

What barriers might this


lesson present?
-Some students may not
feel comfortable dancing
in front of others
-The workout may be too
difficult for some students
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
They will need motivation
and encouragement
throughout the workout.

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Provide Multiple Means of


Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action


and Expression
Provide options for physical actionincrease options for interaction

I will have students help me


demonstrate which may help other
students engage

Students will be able to


demonstrate before they perform
the activity

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language
I will be using different analogies
for how to set a volleyballraise
the roof and also holding a jug of
water for clarity on how to set

Provide options for expression and


communication- increase medium
of expression
Students will use two different types
of balls

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students will be able to do the whip
and nae nae and add their own
style to it while still getting a
workout. I will let students choose
song to run to.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback
Students will use two different types
of balls to increase the challenge.
The coach will provide
encouragement as well as feedback
to his/her peers.

Provide options for comprehensionactivate, apply & highlight

Provide options for executive


functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Students will continue these skills
throughout the unit.

Provide options for self-regulationexpectations, personal skills and


strategies, self-assessment &
reflection
By the end I will expect every
student to use correct form while
passing a volleyball.
I will ask students how they think
their effort was today
I will then assess how I believed
their effort was
I will ask them the same thing
about their respectful listening and
teamwork
I will assess how I believe they did
and what they did good and what
they need to do better before next
class

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

15 squishy volleyballs
15 lite volleyballs
stereo with auxiliary cord

No special setupjust need volleyballs. Students will be in groups of three or four dispersed
throughout the gym
How will your classroom
be set up for this lesson?

III. The Plan


Time

Components

10:50

Motivation
(opening/
introduction/
engagement)

10:53

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Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
I will be encouraging and high fiving students as
Students will begin running clockwise around the
they run in a circle around the classroom and I will
gym as soon as they enter for five minutes. They
join them
have the choice to run or hang from the bar that is
located on the wall. They are only allowed to hang

on the bar up to ten seconds then they have to


resume running.
I will wait for all of the students to grab drinks and
for all of them to be sitting before I begin talking
I will begin discussion with the goals of the day
and I will call on students to read the goals. The
goals will consist of1. Students will be respectful
listeners while classmates name a food that you
actually eat and what food group it goes into 2.
Students will give their best effort when doing a
workout to the song Watch Me Whip 3. Students
will try their best improving their volleyball skills
by using correct form when doing the set.
I will call on students to share what food they like
and what food group it goes with. I will set my
watch to five minutes.
10:58

11:06

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

After students grab drinks they will head to the


whiteboard and sit down
Students will raise their hands to read off the goals

Students will raise their hands to share what food


they like and what food group it goes under

I will tell students to line up into two lines, arms


length away, all facing the same direction
I will be joining the students in the workout. I will
explain the workout and break it down for each
part (shown on the right) before doing the workout.

Watch Me Whip Workout


-Students will do the whip and nae nae
-Watch me- jumping jacks
-oooo, oooo, oooo, ooooo- four punches
-stanky leg- scissor lunges
-do the bop
-superman- parachute
-duff- pushups
-finish with the whip and nae nae

11:08

after the workout the students will grab a drink of


water and head to the center circle
I will begin discussing correct form of a volleyball
set (feet shoulder width apart, knees bent, fingers
wide)
Ball needs to hit the finger pads not the finger
tips! (use water bottle analogy, and raise the roof)

11:15

11:27

11:28
Closure
(conclusion,
culmination,
wrap-up)

I will then explain the activity


-I will re-explain the role of the coachstudents
will be in groups of three or four and one student
will be the coach. The coach will provide
feedback to their players. He/She may say they
need to bend their knees or to hit the ball on the
fingertips, but they also provide positive feedback
and encouragement. I will have a couple students
help me demonstrate the activities I listed below.

Students will sit and listen to the teacher

- I will group my students into groups of 3 or 4


-Each group will have a coach that will first hold
the ball above their peers head so they can practice
getting used to the set by going into an upward
motion using their legs and following through with
the set. They will tap the ball three times then go to
next the person. ----Each student will have a chance
to be a coach
-Next, we will move on to a toss and set.
-The coach will toss the squishy ball to their peers
three times each and then go to the next person-Each person will be a coach
-if there is enough time, I will have students move
on to the lite ball and repeat the toss and set.

Students will perform the tasks on the left

After time is up, I will have students put the balls


away back into the bag and then I will have them
line up

Students will put balls away, get a drink if they


need one, and then line up

I will ask students how they think their effort was


today

Students will give me a thumbs up, thumbs down,


or in between

I will then assess how I believed their effort was


I will ask them the same thing about their
respectful listening and teamwork

Students will give me a thumbs up, thumbs down,


or in between

I will assess how I believe they did and what they


did good and what they need to do better before
next class
I will wish the kids to have a nice rest of their day
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.)

9-15-14