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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Ethan Ruitenberg
4/17/16

Subject/ Topic/ Theme

PE/Wiffle Ball/ Game Play

Grade ___4th-5th_____________

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the last lesson of the unit. It will connect all of the prior lessons that went along with this unit into one big lesson (the game). This lesson will show
how the students throughout the unit and show what skills students know and which skills they struggle with.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

X
X
X

An C E

Students will know what to do when/if the ball is hit to them.


Students will be able to hit a ball when it is pitched to them while they are batting.
Students will be able to use the correct form of throwing
Students will participate in a wiffle ball game

Common Core standards (or GLCEs if not available in Common Core) addressed:
- Standard one: The physically literate individual demonstrates competency in a variety of motor skills and movement
patterns.
- Standard two: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to
movement and performance.
- Standardthree:Thephysicallyliterateindividualdemonstratestheknowledgeandskillstoachieveandmaintainahealth
enhancinglevelofphysicalactivityandfitness.
- Standardfour:Thephysicallyliterateindividualexhibitsresponsiblepersonalandsocialbehaviorthatrespectsselfand
others.
- Standardfive:Thephysicallyliterateindividualrecognizesthevalueofphysicalactivityforhealth,enjoyment,challenge,
selfexpressionand/orsocialinteraction.
(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.

Before this lesson students should be able to properly throw, field, and hit a ball. They should also
know the rules and different strategies to use in different situations.
Pre-assessment (for learning): Watching the students and how they do from the past lessons.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Adjust teams if the teams are unfair.


Formative (as learning): Help the students as they play by giving them advice.
Summative (of learning): Students should be able to play a full of wiffle ball.

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

Tell the students the instructions, as


well as demonstrating what to do.

Participating in the wiffile ball


game.

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and


communication- increase medium
of expression

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Provide options for sustaining effort


and persistence- optimize
challenge, collaboration, masteryoriented feedback

The teams will work together in


order to win.

9-15-14

Provide options for comprehensionactivate, apply & highlight

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

Talk about the past lessons and


how they lead up to this game.

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?

Ask the students after the game,


how they think they did, and
what they could do better next
time.
This lesson will need wiffle balls, bats, bases, pinnies, and keys to get back inside the school.

This lesson will be happening outside on the field. It will be set up in a wiffle ball field, so we can
play wiffle ball.

III. The Plan


Time
5 min

Components
Motivation
(opening/
introduction/
engagement)

30
min

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

5 min

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
- The teacher greets the students as they
- Go to gym spots quietly and sit.
walk into the gym, and proceed to their
- Line up behind the teacher.
gym spots.
- Tell them what they will be doing and
well them to line up.
- Lead the students outside to the field.

Closure
(conclusion,
culmination,
wrap-up)

Warm up by throwing to each other.


Separate students into teams.
Watch students play wiffle ball and step in
when needed.
Keep score

Play wiffle ball and have fun.

Go back inside, and tell students to wait


for their teacher.

Bring in some of the materials in and sit


quietly for the teacher.

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.)
9-15-14

This is the lesson that tests all of their skills. Some students are able to do great in drills but as soon as its a game they freeze and
forget everything. This lesson I envision will be the most fun for the teacher and the students. I think that the one problem that could
happen in this lesson is that some people wont want to bat and give their spot away. Another problem is that if a team is struggling,
the players wont get up to bat too often.

9-15-14

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