Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Anna Timmer
04-11-2016

Subject/ Topic/ Theme

Basketball

Grade __5th Grade_____________

I. Objectives
How does this lesson connect to the unit plan?
The students will be focusing on the basic skill of dribbling while moving. This will help them when it comes to game play.
cognitiveR U Ap An E C*

Learners will be able to:

Execute the correct form of dribbling during a partner drill.

Work on improving their fitness during noodle tag.
Show sportsmanship while encouraging their partner during the dribbling drill.
Understand the importance of dribbling in basketball.

RU
R
RU

physical
development

socioemotional

Ap
RUC
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.

None-Introduction to Basketball.
(Students may have little knowledge of basketball but I dont expect them to know much.)
Pre-assessment (for learning): Ask the students to raise their hands if they have played basketball before.
Then ask if they know how to dribble. If they do, pick someone to demonstrate it or explain in words.

Outline assessment activities

(applicable to this lesson)

Formative (for learning): After demonstrating and explaining the proper form, I will ask them to show me
what dribbling is supposed to look like so I know if they understand and are able to do it.
Formative (as learning): Ask the students how noodle tag will help increase their fitness level.
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 explain
and/or demonstrate dribbling that
may help other students
understand.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Provide Multiple Means of

Action and Expression
Provide options for physical
action- increase options for
interaction
Students will be running in
noodle tag and practicing their
dribbling in a drill.
Provide options for expression
and communication- increase
medium of expression
Students will be encouraging their
partner during the dribbling drill
and giving them high fives/fist
bumps at the end of the drill.

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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
If students are more advanced, I
will challenge them to go faster,
alternate hands, and/or keep their
eyes up without looking at the
ball.

Provide options for

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

Provide options for executive

functions- coordinate short &
long term goals, monitor
progress, and modify strategies
Students will continue to work on
their dribbling skills throughout
the rest of the unit. I will keep
adjusting my lesson plans on their
skill ability.

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?

-13 basketballs
-6 pool noodles
-Stereo and auxiliary cord (music is played during the class)

-No special set-up

-Students will be dispersed around the gym during the game noodle tag.
-Students will be standing on the sidelines of the basketball court across from a partner during the
dribbling drill.

III. The Plan

Time
10:50AM

Components
Motivation
(opening/
introduction/
engagement)

10:55AM

11:00AM

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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 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 playing
noodle tag.
2) Students will improve their basketball skills by
practicing their dribbling.

The students will raise their hands to read the

goals.

I will explain the rules of noodle tag before the

students get ready for the game. The rules are: 1)
No head shots. Must tag someone below the
head, preferably in the middle. 2) No tag backs.
3) When you have tagged someone, you can
either hand them the noodle or drop it. 4) If there
are disagreements on whether or not someone has

Students will be listening respectfully and quietly.

Will raise their hands at the end of the
explanation if they have any questions.

been tagged, the two students involved must do

rock, paper, scissors, and have a good attitude if
they lose.
11:05AM

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I will start the music to let the students know they

may go. I will also participate in the game.

Six students will have noodles and be ready to go

in the circle in the middle of the basketball court.

The rest of the students will be spaced around the

gym. Once the music is turned on, the students
will know that it is time to start.
11:15AM
I will stop the music to let the students know that
the game is over. I will tell them to grab a drink
and meet me in the middle of the basketball
court. I will tell them to take a seat after they get
a drink.

Students will put away the noodles, grab a drink,

and meet me in the middle, while sitting down.

I will explain the dribbling partner drill.

Students will be listening respectfully and quietly

during the explanation.

Students will each grab a partner and one

basketball. One student will be on the sideline of
the basketball court, while the other student will
be standing on the volleyball line. One student
will dribble the basketball down to their partner,
go around them, and then back down to their
original line. Then they will either chest or
bounce pass it to their partner. Then their partner
will repeat the same thing. The student that is
standing may reach their arms out to try to knock
the ball away from their partner, but may not
move their feet.
Then I will ask students question about dribbling.
1) At what height do you dribble the basketball?
2) At what speed do you dribble the basketball?
3) Would you want to use your fingertips or the
palm of your hands to push the ball down?

Students will raise their hands to answer the

questions and/or demonstrate.

The answers I hope to hear from students are

medium height (up to your waist), medium speed
(not too fast where they lose control, but not to
slow where other students could steal the ball),
and fingertips so they have more control and can
move the ball in different directions.
*While asking the questions, I will be using a
basketball to demonstrate dribbling.
*I will encourage students that are more
advanced to alternate the hand they are dribbling
with, go faster, and/or look up and look around,
instead of looking at the ball.
11:20AM

I will let the students pick their partners and tell

them to get a basketball.

Students will pick their partners, grab a

basketball, and get to their lines and start
practicing.

I will be walking around the gym, helping and

correcting any students that need it.

Students will be participating in the task.

When time is up, I will tell students to put the

balls back on the rack and to line up by the back
door.

Students will put the basketballs back on the

racks and line up by the door.

11:28AM

11:29AM
Closure
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Students will give me a thumbs up, thumbs down,

or sideways.

I will then ask the students to assess how they

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

I will then tell them about my own assessment of

the class that day.

Students will give me a thumbs up, thumbs down,

or sideways.

Then I will ask the students to assess their effort

and participation.
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.)
Overall, I thought this lesson went really well! The fifth grade students always come into the classroom with a lot of energy so
they loved playing noodle tag. Its a game that gets them running and working on their fitness without them knowing about
it. They did a really good job of listening and waiting for instruction before noodle tag. After noodle tag, I had to bring them
back to the whiteboard and explain to them the dribbling drill. Thats when the students had a harder time following
directions. Some were talking, others were walking away from the group so I had to use the timeout signal. I had to say
timeout really loud and put my hands into a T. Once I was able to get them calmed down, I was able to demonstrate the drill
and get them going. In this lesson, I found that having the students listen through the whole demonstration can be difficult. I
have to be patient, stern, and clear with my instructions. Because once I explained the drill, the students did a great job! Just
have to be thoughtful with my instructions and use my momma bear when needed.

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