Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Ethan Ruitenberg
4/15/16

Subject/ Topic/ Theme

PE/Wiffle Ball/ Strategy and Rules

Grade _ 4th-5th_______________

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the 4th lesson of the unit plan. This lesson is going to teach the strategy and rules behind the game of wiffle ball. The
rules are important for wiffle ball because the rules are what make the game a game rather than just chaos. Strategy is important in
all sports of giving one team the advantage in the long run.
cognitiveR U Ap An E C*

Learners will be able to:

Students will participate in a walk through wiffle ball game.

Students will be able to recognize the difference of a ball and strike.

Students will be know the different positions of wiffle ball
Students will know what to do when the ball is hit to them given the out situation and who is where on the bases

physical
development

socioemotional

X
An E
U
An E C

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.

A student should be able to throw, field, and bat. They should have learned all of these skills in the
lessons preceding this one.
Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): When the students are playing the game, the teacher will be stepping and pausing the
game while needed to explain the situation, a rule that is relevant to the situation and help the students who need
help.
Formative (as learning): Help the students who need help by giving them tips and pointers on how they can
improve.
Summative (of learning):

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,

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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

The teacher will be explaining the

instructions to the class as well as
doing them to show them what it
should look like.

The students will be participating in

a walk through wiffle ball game.

Provide Multiple Means of

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

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

The teacher will give the

students a situation and the
students will have to react
depending on the situation.
emotionally, etc., for your
students to do this lesson?

Provide options for comprehensionactivate, apply & highlight

Show them situations that

happen often in wiffle ball.

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 sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

They will have to work together

as a team in order to win.
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 idea about each

rule and how it affects the game
so they will be ready to play
wiffle ball when the time
comes.
This lesson will require wiffle balls, bases, bats, and a gym space in order to play a game.

For warm ups the students will make two throwing lines down the middle of the gym, sitting across
from their partner.
For the game, the game will happen in the game with home plate being under one of the basketball
hoops and the rest of the bases set up accordingly.

III. The Plan

Time
5 min

30
min

Components
Motivation
(opening/
introduction/
engagement)

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.
- Greet the students as they come in to the
- Walk in quietly and go to their gym spots
class and tell them to go to their gym
- Answer the questions the teacher asks.
spots.
- Introduce what we will be doing that
class.
- Ask the students to explain how to throw a
ball, field a ball, and hit a ball.
-

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Tell the students to pair up and sit across

from each other. If they dont have a
partner tell them to come to the teacher, so
the teacher can pair them up.
Have the students warm up by throwing
the ball to each other.
Then give one side of the class one color
of pinnies and another color to the other.
Tell them to send a representative up to
play rock-paper-scissors to decide who
bats first.
Play a slow game of wiffle ball, pausing
when needed to explain rules and
strategies that would be applicable to the
situation. (ex: double play, infield fly rule)

Find a partner and sit across from them.

Listen to teacher.

Closure
(conclusion,
culmination,
wrap-up)

Tell the students to go back to their gym

spots, and call them by name to get up and
sit in line waiting for their teacher.

Go to gym spot and wait until name is

called then go sit in line to wait 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.)
When I was writing this lesson, I realized it might not look like a whole lot of information just looking at this. However, this lesson
is definitely needed for 4th-5th graders as they learn a sport. They need to be able to see the sport and see what it is supposed to look
like. One are of this lesson that might have some rough spots is if I have to pause the game too much the kids could become restless
and get distracted.

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