Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Mr. Logan McLeod

Date 4/14/15

Subject/ Topic/ Theme

PE/ Invasion Games/ Flag Football Grade ____9th _________

I. Objectives
How does this lesson connect to the unit plan?
This unit is going to be compiled with football skill, strategy, and gameplay days. This is our first skill day which we will build a foundation to work off of for the rest
of the unit.
cognitiveR U Ap An E C*

Learners will be able to:

Students will be able to throw a football with correct technique at a stationary target.
Students will be able to display proper footwork while throwing a ball.
Students will be able to accurately identify the lines on the football field.
Students will be able to list & define basic game & scoring rules.
Students will be able to paraphrase the evolution of tackle & flag football in the United States.
Students will display proper support for other classmates

physical
development

socioemotional

X
X
R
R, U
U
X

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 5 - Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
(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 proficient listening skills.

Students should be able to throw a ball (not necessarily a football).
Students should have a basic understanding of football.
Pre-assessment (for learning): Football questionnaire
Formative (for learning): Practice throwing at a target and observing one another throw. Recording results.

Outline assessment
activities
(applicable to this lesson)

Formative (as learning): Watch & give informative feedback to students while throwing.
Summative (of learning): Reviewing the steps involved with throwing along with a quick trivia on the

history and rules of football.

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

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction

Poster board with throwing steps

listed (T-L-Step-Throw)

Break up groups if there are

enough balls, so students can
execute more throws.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Poster board with throwing steps

listed (T-L-Step-Throw) with
pictures.

9-15-14

Students will be encouraged to use

a three or five step drop back to
simulate a more game like
situation.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
With proficiency students may start
throwing on the run versus a
stationary position.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Students may challenge another to
see who can get more hits out of
five throws.

Provide options for comprehensionactivate, apply & highlight

Highlight & emphasize the cue
words: T-L-Step-Throw.

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?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Students will record throwing goals

at the beginning of the lesson in
order to see if they met those goals
and how they progressed.

Student will record both accuracy

and distance numbers to evaluate
how they changed throughout the
course of the class.

Football field or gym (inclement weather)

Whiteboard with marker or poster board with marker (cue words & images)
Footballs (one per student if possible)
15 Targets
30 Cones to mark throwing stations
Football Recording Sheets (1 per student)
The gym or football field will be set up with two stations. One will be for throwing for accuracy.
There will be a row of cones about ten yards away from the opposing target. The next station is for
distance. This will have a line of cones, each ten yards apart. This will enable students the chance to
see how far they can throw.

III. The Plan

Time

Components

7:55
8:02

8:03

8:04

8:08

8:12
8:15

9-15-14

Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Write todays activity on the board.
Students look at the board to see what we
will be doing today.
Put out a couple footballs for early
students
Students will head into the locker room to
change (7 minutes max)
Welcome to PE

Students who are out early will be able to

Take attendance
throw a football around.
Anticipatory Set: Ask students if they

Students will line up on their numbers on

have ever seen a stellar quarterback and
the whistle.
think How do they do that? Well, I may
not be able to make you all pros today, but
Students will be active listeners and
you should at least be able to answer the
respond to questions.
question on how they did that.
Students are to follow the teacher by
Go over the football questionnaire they
jogging to the football field.
took the last day of the previous lesson.
Field any student questions about it.
Ask the students pros and cons of flag
versus tackle football? Is flag football the
future or can tackle survive?
Talk about football terminology and basic
rules.
Lead the class in a jog to the field use
this as a warm-up.

8:20
8:21

8:23

8:26

8:29

8:32

8:33

9-15-14

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

Gather the students at midfield.

Talk about and identify the lines on the
field.
Begin instruction for what is going to take
place. The class will be split up into
predetermined groups. One group will go
to the distance station, while the other will
be at the accuracy station. Every student
will have a predetermined partner for both
stations.
Demonstrate, explain, & ask questions for
understanding (What are our verbal cues?
& How do we know what direction our
ball will go?) on how to throw a football.
This can be done by having students
simulate a serve in tennis or with the T-LStep-Throw method. Throwing steps will
be listed on the whiteboard.
Demonstrate, explain & ask questions for
understanding (Where do throwing
students stand? & Where are we aiming?)
for the accuracy station. Each partner set
will stand at a cone facing their target. The
partners will alternate throwing sessions.
The student not throwing will record the
number of hits and calculate a hitting
percentage for the throwing student. After
10 throws, the partners switch tasks. Each
partner will complete three throwing sets.
Next demonstrate, explain, & ask
questions for understanding (In what
direction are we throwing the ball? &
What is a practical use for throwing for
distance?) for the distance section. One
student stands in line with the first cone.
They will then throw the ball as far as they
can in the direction of the other cones in
the line. The partner will retrieve the ball
and record the distance thrown. Each
student will do ten throws before
switching. The station will be complete
once each student has completed three
sets. Each partner set should be spread out
in a line from the starting cone. Ball
retrievers should be cautioned to keep
their head on a swivel.
Inform the students of who they are
partnered with, what group they are in,
and what station they will be starting at.
(They have 15 seconds from now to find
their partner, get to their station, and start
the activity.)
The teacher will walk around never
turning their back to either group. Give
feedback, both positive and negative.
Make sure to be specific and sandwich
anything corrective with two positives.
When every group has finished three sets,
blow your whistle and give then ten
seconds to get over and start at the
opposite station.

Students will gather at midfield and wait

for instructions.
Students will be active listeners and
participate when called upon.

Students will follow along as well as

answer questions.

Students will be actively engaged with the

instruction.

Students will find their partner and head to

the correct station to start the activity.
The non-throwing student will be
recording throwing results for their
partner.
The students will follow directions and
complete three sets of ten throws in their
proper starting group. Upon completion,
they will wait for further instruction.
The students will quickly move to the
other station when instructed to do so.

Students will begin their second station.

Making sure to record all results at their

8:45

8:57

8:58

9:00

9:08

new station. They will wait for instruction

upon completion of the activity.

Students listen to instructions and then

line up in six equal lines to start the
competition.
Students complete the task as instructed.
Students should encourage one another
when they arent throwing.

Ask for a volunteer to demonstrate proper

Students should answer questions and give
technique involved in throwing a football
feedback on the lesson.
along with throwing cues.
Students turn in their throwing recording
Ask questions concluding the lesson:
sheets.
Ask a couple of rules based questions?
Students should hustle back to the locker
room to get changed.
What did they like about the lesson today?
9:12
Collect throwing recording sheets.
Dismiss back to the locker room to get
changed.
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.)
This is my first lesson in my unit, so it is probably the most important because it sets the tone for the rest of the unit. This lesson took
me a while to prepare, because I really had to think what type of foundation I wanted to create to be able to build off of. I believe this
first lesson will be a good one, because it encompasses a lot to get everyone engaged. We start off with throwing a football, because
this is one of the most essential skills in football. The students have a chance to work both on their accuracy, as well as perfect how
far they can throw the ball. This could get boring for more advanced students, so I made them record their scores. This will create
some in class competition for the students looking for a competitive edge. The recording is good for the beginners as well, because
they will be able to see how they improve throughout the lesson and unit. The competition at the end of the lesson will be a fun way
to finish up. Before the students are dismissed, we will do a quick recap to ensure that everyone is learning what they are supposed
to. After teaching this lesson, I would want to pay close attention on how everything went. Make sure the time allotments were good
and students were active and productive for the majority of the time in class. The most important thing is making sure to keep track
of the successes and failures in the lesson. Being reflective is one of the best ways to improve teaching.
9:09

9-15-14

Closure
(conclusion,
culmination,
wrap-up)

The teacher will once again walk around

constantly observing while giving specific
and useful feedback.
Blow your whistle once all the groups are
finished and give the students five seconds
to gather at midfield.
Demonstrate & explain the throwing
competition. There will be six throwing
lines in this competition. Every student
will get three throws. Students can throw
their balls at targets 5, 10, or 15 yards
away. It is their choice which targets they
want to aim for with their three throws.
The targets are worth 1, 3, & 5 points
from closest to furthest away. The highest
point total is our accuracy king/queen.
The teacher facilitates the six lines and
ensures no cheating is taking place.
The teacher congratulates the winner of
the throwing competition.