Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
PRE-INSTRUCTIONAL PLANNING
Context for Learning/Provisions for Diverse Learners
1) Identify the strengths, needs, and interests of individuals needing
accommodations, including students with IEPs and/or 504 plans.
In this class, there is one student with a 504 plan. This student was diagnosed with ADHD and
Disruptive Behavior Disorder. This students disabilities impact their ability to control their
impulses. Accommodations that need to be made include an increase in immediacy of
recognition and rewards for making appropriate choices in the classroom and allowance of
sensory items to help him control his impulses during the heavier lecture days (i.e. stress
balls/gum).
This student is highly active and athletic and will not need accommodations when it comes to the
basics of the class. Accommodations may need to be made if disruptive behavior sparks up
during play time causing the student to become vulgar and aggressive. However, this student
is in varsity sports and has shown great progression over the past few years. This student is a
natural when it comes to sports and often times enjoys helping others with the fundamentals of
each sport.
There is another student in this class who has an IEP. He struggles with reading and writing and
will take his assessments with a para in another room on testing days. However, this student
verbally can take the test and get a perfect score. This student does not have any problem
understanding the concepts and is very athletic. Accommodations that will need to be made are
when we are reading articles and taking assessments. As stated earlier, this student will take
their assessment elsewhere. When reading articles, there will be a para to read the article to the
student.
There have been racial slurs towards one another regarding ability levels in sports and this is an
area that needs improvement. The racial jokes and comments are not to be tolerated in this
class. When one is heard, participation points will be docked for that day. The students need to
understand the seriousness of their comments and if they continue, play time will be taken
away and they will need to reflect on the actions and comments they have made to one another.
Assessment: Attach to your lesson plan any rubrics, checklists or other assessment
tools that you will use.
Describe the tools/procedures that will be used throughout this lesson to monitor
and measure
students learning of the lesson objective(s). (Multiple and varied assessments
should be used in the
lesson.)
Assessment Type
Formative
Assessment Tool
Exit Ticket
Summative
Unit Final
What it measures
The students understanding
on the fundamentals of
volleyball. They will
demonstrate with a partner or
a teacher each of the
fundamentals we went over.
Volleyball will be 1/3 of the
final exam that is given at the
end of the unit. It will
measure the students
understanding of each team
sport
Feedback:
How will you plan to provide specific feedback to students on their progress
toward reaching the lesson
objective?
One way the students will receive feedback is through their grades on their assessments. The
students will also be consistently observed through out every class period and their feedback will
be posted on the course site privately at the end of each day. The students are not graded on
how good they are at a sport, so for some students their feedback is essential to be reassured
they are doing well in the class.
How will students use the feedback to improve their competencies and knowledge?
Students will use their feedback to grow in their knowledge by looking at their feedback as their
homework every night and challenging themselves on what they can do to improve. Students
can also use their feedback from their assessments as guides to help them retain the information
throughout the unit to prepare themselves for the Unit Exam.
Materials and Special Arrangements:
Teacher Materials:
Course site, texts
Student Materials:
Course site, optional texts/videos, checklist
Theories and or Research-Based Best Practices:
Teacher Skill Focus for This Lesson: (Also note how you plan to collect feedback.)
I will really be focusing in on my students working independently together to complete their assigned
work. Since this class is all upperclassmen, I think it is important to give them the responsibility of their
own learning. I will make myself available for questions at all times, however, there will be a lot less of me
giving them everything. Obviously, accommodations will be made where they are needed. But, for much
of students, finding resources on the fundamentals of volleyball shouldnt be too difficult. They can search
in the Library where they can find books and videos, as well as the internet. I will compare test results to a
unit where I hand fed everything to them. I will also compare student excitement by videotaping my
classes.
LESSON PLAN
Plan your teaching steps by addressing What will the teacher do and What will students do.
Provide evidence of scaffolding, linking new content to prior learning, engaging students,
monitoring progress, supporting students so they can use academic language, and transitioning.
INSTRUCTIONAL SEQUENCE
Tim
e
Introduction/Motivation:
Activate prior knowledge Review our previous
lessons from basketball and connect them to
volleyball.
30
min
25
min
Questions on reading
Physical demonstration of fundamentals of
volleyball
I will physically demonstrate each one
of skills. To get students interacting, I
will offer a student to demonstrate the
skills if they have prior volleyball
knowledge and skills
Practice (Assessment) of each
fundamental/skill)
10
min
Review
We will do a short review after their exit
tickets are completed.