Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Anna Timmer
04-15-2016

Subject/ Topic/ Theme

Basketball

Grade _5th Grade______________

I. Objectives
How does this lesson connect to the unit plan?
Students will be enhancing their knowledge and basketball skills (dribbling, passing, shooting, and defense) during the Number
Basketball game.
cognitiveR U Ap An E C*

Learners will be able to:

Show sportsmanship and teamwork during the Number Basketball game.

Communicate with teammates.
Participate in a basketball game.
Display their dribbling, passing, defense, and shooting in a game like setting.
Apply the knowledge they have learned in a Plicker quiz.

physical
development

socioemotional

Ap C
Ap
RU
RU

Ap C
Ap

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 some of the rules or things not to do when playing basketball
before the game.
Formative (for learning): After the explanation of Number Basketball, ask the students to recall the rules of
the game.

Outline assessment activities

(applicable to this lesson)

Formative (as learning): Students will be assessing while providing feedback during the Number basketball
game.
Summative (of learning): Students will be assessed by a basketball skills rubric and by a Plicker

quiz.

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 not only demonstrate the
game verbally but also visually.

Provide Multiple Means of

Action and Expression
Provide options for physical
action- increase options for
interaction
Students will be working as team
to win the game.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
The Plicker quiz will allow the
students to apply their knowledge
of basketball.

Provide options for expression

and communication- increase
medium of expression
Students will be encouraging and
communicating with their
teammates during the Number
game.

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
Whatever teams scores the most
points will win and get extra
sprays at the end of class.

Provide options for

comprehension- activate, apply &
highlight
The Plicker quiz will allow the
students to apply the knowledge
they learned in class.

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

By taking the quiz, I will be able

to get an idea of the progression
of the class, along with the rubric.

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?

-1 basketball
-29 Plicker cards
-iPhone
-Projector
-Computer
-Stereo and auxiliary cord (music is played during the class)
-No special set-up

How will your classroom be

set up for this lesson?
III. The Plan
Time

Components

10:50AM

10:53AM

Motivation
(opening/
introduction/
engagement)

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 be able to practice their basketball skills
during the Number game. 2) Students will try
their best when they take the Plicker Quiz.

The students will raise their hands to read the

goals.

Before I begin my explanation of the Number

game, I am going to split the class into two teams
using the app Team Shake.

Students will listen for their names quietly and go

to the side where their team will be standing.

When the teams are made, I will pass out red

penny jerseys to one team.

Students will put the pennies on.

When the pennies are passed out and the students

are ready to listen for instructions, I will begin to
explain the game.

Students will listen quietly as I explain the game.

1. Every student receives a number that they must

remember.
2. When I call your number, you must run onto
the court, grab the basketball, and score on your
basketball hoop.
3. If you or your team doesnt get the ball, you
must play defense to prevent the other team from
scoring.
4. I could call two numbers or five numbers so be
ready to hear for your number!
5. If you are on the sideline, be encouraging and
cheer on your team!

11:08AM

I would ask if the students had any questions.

Students will raise their hands if they have any

questions and wait quietly to be called on.

I would then ask the students if they know

anything they are not allowed to do in a game. I
hope to hear:
1. No fouls.
2. No traveling or double dribbling.
3. No trash talking.

Students will raise their hands and wait to be

called on.

Once the students are ready to go, the game will

begin. I will continue to use Team Shake as I
call out the numbers.

The students will participate in the task.

*If it seems like one person is dominating or

shooting the ball every time, I will make a rule
that they must pass the ball at least three times
before the team may shoot.
11:20AM

During this time, I will be assessing students

basketball skills with a rubric.

11:28AM

11:29AM

9-15-14

Closure
(conclusion,
culmination,
wrap-up)

Tell the students to grab a drink of water and to

meet me back by the white board.

Students grab a drink and meet me by the

whiteboard.

I will hand out their Plicker cards for the quiz.

Students will hold their Plicker cards and wait.

I will project the quiz questions on the wall. The

students will hold the card a specific way to give
me an answer. After each question, the students
will be in a line and I will scan their cards.

The students will take the quiz.

After the quiz, I will tell the students to hand me

their cards and to go line up by the back door.

The students will hand me their cards and line up

by the back door.

I will then ask the students to assess how they

thought they did with their listening skills and
being respectful to one another.

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.)
In this final day of basketball, the students will finally get to implement their newfound skills into a basketball game! They
have practiced dribbling, passing, defending, shooting, and teamwork all week so its finally time to put it all together.
Instead of doing a normal game, I decided to do the Number game, which lets all the students be involved. I hate it when
there are students sitting out on the sidelines. I wanted to do a game that would get all of them involved. This way, even if the
students are waiting their turn to play, they are cheering on and encouraging those that are on the court. This is a simple
game that gives the students an idea of what an actual game is like. And finally, I can do some summative assessment. During
the game, I will be evaluating all of the students skills and work ethic by using the rubric. And then the last ten minutes of
class, the students will be participating in a Plickers quiz. This is a new type of assessment that involves technology. It uses
cards and the process of scanning the cards through an iPad or iPhone. Its quick and easy, and I am able to get the feedback
that I need from the students. They will be tested on the knowledge of skills along with their own assessment of the unit. I
decided to ask two questions that related to their personal thoughts and feelings towards basketball. It gives them a chance to
reflect on their abilities, and gives me an idea of what they think. It also gives them two free points on the quiz if they answer
them.

9-15-14