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BACKGROUND INFORMATION
1. TITLE OF LESSON: Multicultural Sitting Volleyball
4. RESOURCES: Attach materials needed to implement the lesson - e.g., power point presentation, text, graphic organizer
a. Volleyball and Modified Volleyball Court (Pickleball Nets)
b. Instructional Video Invictus Games
c. iPads/Whiteboard
d. Translated Instructions for EL
6. CA ELD STANDARD(S):
ELD (English Language Development) Standards: Grades 9-10
Justifying and Arguing/ ideas (Bridging level)
Express attitude and opinions or temper statements with a variety of familiar modal expressions.
7. BIG IDEA/ENDURING UNDERSTANDING: Why this material is important to teach; how it fits in with the unit
Learning to develop empathy for individuals with a physical disability.
8. ESSENTIAL QUESTIONS: Open-ended, arguable questions that organize the purpose of learning
a. What socioeconomic level do people with disabilities come from?
b. What sports do people with physical disabilities participate in?
c. Are there career limitations for people with disabilities?
EVIDENCE OF LEARNING
9. OBJECTIVE(S) OR LEARNING GOAL(S): Choose one: Cognitive, Affective, Psychomotor or Language Development
Cognitive After scholars participate in sitting volleyball game, SWBAT analyze the role of individual attitude, motivation and
determination, in achieving personal satisfaction from physical activities by writing a reflective opinion paragraph.
Language Development- After scholars watch a video on physically disabled athletes and participate in sitting volleyball game,
SWBAT express individual attitudes and opinions using familiar modal expressions in a written paragraph.
10. ASSESSMENT(S): Choose one: Diagnostic - entry level, Formative - progress-monitoring or Summative evaluative
Formative
11. INSTRUCTIONAL TASKS: Teacher Steps 12. LEARNING TASKS: Student Steps
1. Anticipatory Set 1. Anticipatory Set
1. Instructor will show an introductory video about the 1. Scholars will watch an introductory video about the
Invictus Games for people with disabilities, including Invictus Games for people with disabilities, including sitting
sitting volleyball game. (5 minutes) volleyball game. (5 minutes)
https://youtu.be/E2t_1A0L3Wg
2. Through-Instruction 2. Through-Instruction
2. 1a.Instructor will explain that scholars they need to 2. a.&b. Scholars will write a reflective piece answering the
write reflective paragraph answering the three focus three focus questions based on their attitudes, prior
questions based on their attitudes and opinions on the knowledge, and opinions on the three focus questions. (15
topic. (10 minutes) minutes)
REFLECTION AFTER THE LESSON: Overall, how did the whole class achieve the learning goals? In particular, how did your
special needs and English learners achieve the learning goals? To what degree were your assessments helpful in determining
students understanding? To what degree did the lesson engage students? What did you do differently from one class to the next?
What will you do differently next time you teach this lesson?
Name Luis Carrillo School Del Lago Academy Semester Fall 2017
Urban: X
Suburban: _____
Rural: _____
2. List any special features of your school or classroom setting (e.g., charter, co-teaching, themed magnet,
remedial course, honors course) that will affect your teaching in this learning segment. It is an applied
sciences academy, where students collaborate with their fellow scholars to create a community.
Parents must apply for enrollment and students are chosen at random through a lottery system.
3. Describe any district, school, or cooperating teacher requirements or expectations that might affect your
planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional
strategies, or standardized tests.
The ENS schedule is different than your typical physical education schedules. Scholars are
not taught using 4-week periods to cover a content sport, such as volleyball. Instead the curriculum focuses on
five different areas of instruction, one per day. Monday-Personal Wellness, Tuesday- Cardiovascular Strength,
Wednesday- Health Science, Thursday-Muscular Strength, and Friday-Lifetime Activities.
a. Create a Class Profile with information on each of your students. Use Chart below. 1st Period
Student Student EL/IEP/504 Plans: Learning Profile Interests Supports, Accommodations,
Name Label & Classification,Need Modifications, Pertinent IEP
Level: EL, Readiness Goals
IEP or 504
Jose Example: Example: Struggling Example: Visual Example: Surfing Close monitoring, translating
EL CELDT Reader processing information in word problems into
Level 3 sketches
1. Stephany
English Physical Soccer and Netflix
Speaker Kinesthetic
2. Gabriella English Visual Spatial Drawing and Writing
Speaker
3. Yusuf English Visual Spatial Taekwondo
Speaker
4. Nico English Visual Spatial Fencing
Speaker
5. Ruby English Visual Spatial Anime and Volleyball
Speaker
6. Daniel English Visual Spatial Soccer
Speaker
7. Kavin English Struggles to stay Physical Basketball Close Monitoring, Positive
Speaker on task Kinesthetic Reinforcement
8. Cya English Physical Baking and Basketball
Speaker Kinesthetic
9. Cole English Social Motorcycles
Speaker Interpersonal
10. Bella English Visual Spatial Surf and Swimming
Speaker
11, Sarai English Visual Spatial Swimming and
Speaker Volleyball
12.Dominic English Verbal Video Games
Speaker Linguistic
13.Vianey English Struggles with Visual Spatial Art and Running Allow additional time to
Speaker reading and complete her assignments.
writing Graphic Organizers.
14.Ekrayyem English Mathematical Math and Karate
Speaker Logical
15.Bryan English Visual Spatial Art and Social Media
Speaker
16. Foster English IEP for learning Visual Spatial Lacrosse and Monitor IPAD usage. Allow
Speaker disability Computers breaks to have student re-
engage with task at hand.
17. Ashley English Visual Spatial Paint, Bake, and Piano
Speaker
18.Isabel English Visual Spatial Watching TV
Speaker
19. Melissa English Visual Spatial Family and Friends
Speaker
20. Citlali English Visual Spatial Savansana Pose and
Speaker Reading
21. Tristan English Visual Spatial Video Games
Speaker
22. Sarina English Visual Spatial Drama and Culinary
Speaker
23. John English Verbal Computers and Video
Speaker Linguistic Games
24. Camila English Visual Spatial Jogging and Netflix
Speaker
25.Sebastian English Mathematical Wrestling and
Speaker Logical Swimming
26. Joshua English Behavioral Issues Visual Spatial Bass and Talk to him one on one.
Speaker due to Home Skateboarding Check in. Remind him he is
Situation capable of reaching his goals
27.Casandra English Physical Youtube Conspiracy
Speaker Kinesthetic Theories
28.Daniella English Visual Spatial Drawing and
Speaker Gymnastics
29.America English Social Watching Football and
Speaker Interpersonal Science
30. Alberto English Social Football and Dogs
Speaker Interpersonal
31. Erick English Visual Spatial Soccer and Math
Speaker
32. Oscar English Physical Watching and Playing
Speaker Kinesthetic Soccer
33. Mayra EL Struggling with Solitary Drawing and Art Close Monitoring,
English Language Intrapersonal Modifications to allow
comprehension participation.
34. Ryan English Physical Visual Spatial Science and Video Close Monitoring,
Speaker Impediment Games Modifications to allow
participation
35 Haley English Visual Spatial Art, Paintings, and
Speaker Family
4th Period
Student Student EL/IEP/504 Plans: Learning Profile Interests Supports, Accommodations,
Name Label & Classification,Need Modifications, Pertinent IEP
Level: EL, Readiness Goals
IEP or 504
1. Alexander English Physical Horseback Riding &
Speaker Kinesthetic Rock Climbing
2. Hector English Mathematical Math and Soccer
Speaker Logical
3. Eduardo English Visual Spatial Working out and
Speaker Nayarit, Mexico
4. Marcos English Visual Spatial Reading and Playing
Speaker Violin
5. Melanie English Solitary Jogging and Playing
Speaker Intrapersonal Piano
6. Kaylin English Visual Spatial The Beach and Soccer
Speaker
7. Autumn English Visual Spatial Bike Riding and Video
Speaker Games
8. Juliana English Physical Science and Horseback
Speaker Kinesthetic Riding
9. Ashley English Visual Spatial Swimming, Math, and
Speaker Reading
10. Brian English Physical Art and Making Things
Speaker Kinesthetic
11. Tyler English Solitary Video Games & Math
Speaker Intrapersonal
12. Jason English Visual Spatial Science & Soccer
Speaker
13. David English Visual Spatial Taekwondo, Jiu Jitsu,
Speaker Gaming
14.Katherine English Verbal Drawing, Crocheting,&
Speaker Linguistic Writing
15. Chyle English Struggles to stay Physical Motocross & Football Close Monitoring, Positive
Speaker on task Kinesthetic Reinforcement, &
Constructive Corrective
Feedback
16. Abigail English Social IEP Physical Volleyball IEP goal is to be more
Speaker Kinesthetic sociable. Encourage
interaction in groups.
Engage in conversation.
17. Maritza English Visual Spatial Reading & Writing
Speaker
18. Melody English Visual Spatial Entomology and
Speaker Puzzles
19. Nadine English Aural (auditory Singing and Playing
Speaker musical) Soccer
20. Sarai English Aural (auditory Traveling and Soccer
Speaker musical)
21. Ethan English Physical Weightlifting and
Speaker Kinesthetic Drawing
22. Ryan English Visual Spatial Competitive Racing &
Speaker Swimming
23. Elizabeth English Visual Spatial Photography and
Speaker Horseback Riding
24. Angel #1 English Visual Spatial Soccer & Video Games
Speaker
25. Madison English Visual Spatial Painting & Listening to
Speaker Music
26. Lizbeth English Visual Spatial Volleyball and Eating
Speaker
27. Michael English Visual Spatial Basketball and Video
Speaker Games
28. Jordyn English Visual Spatial Basketball and
Speaker Photography
29. Prescilla English Visual Spatial Making music, Singing
Speaker & Dancing
30 Maya English Aural (auditory Cooking, Swimming, &
Speaker musical) Surfing
31 Beto English Visual Spatial Dodgeball & Science
Speaker
32. Jairo English Visual Spatial Plays Drums
Speaker
33. Angel #2 English Mathematical Watching and Playing
Speaker Logical Soccer
34. Jasmin English Visual Spatial Making Accessories
Speaker
35. Karol English Visual Spatial Science and Video
Speaker Games
36. Jorge English Visual Spatial Trough and Catch
Speaker
37. Jazmin English Visual Spatial Knotts Berry Farm and
Speaker Reading
38. Hunter English Visual Spatial
Speaker
39. Randi English
Speaker
b. Complete the chart below to summarize required or needed supports, accommodations, or modifications
for your students that will affect your instruction in this learning segment. As needed, consult with your
cooperating teacher to complete the chart. Some rows have been completed in italics as examples. Use as
many rows as you need.
Consider the variety of learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment (e.g., English language learners, gifted
students needing greater support or challenge, students with Individualized Education Programs [IEPs] or
504 plans, struggling readers, underperforming students or those with gaps in academic knowledge).
Multicultural Resource: (e.g. provide a APA formatted reference, link to a page on a website)
How the Multicultural Resource is used in the lesson: (e.g. as the basis of the entire lesson, in the Anticipatory Set, in
the Closure)