Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Ethan Ruitenberg
4/10/16

Subject/ Topic/ Theme

PE/Wiffle Ball/Fielding

Grade _4th-5th _____________

I. Objectives
How does this lesson connect to the unit plan?
This is the 2nd lesson of this unit plan. This lesson is teaching the fielding aspect of wiffle ball, this is an essential of the game because it is the defense aspect of it. In
a game of wiffle ball, once the ball is hit the fielders will need to properly field the ball in order to get the batter out.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

X
X

Students will be able to field a ground ball 75% of the time

Students will be able to catch a pop fly 75% of the time
Students will understand the importance of fielding in wiffle ball
Students will work cooperatively with both groups and partners
Students will be able to field the reaction ball

U
X
X

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.
- 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.

Students will know how to throw (from following lesson) and the comprehension of the use of fielding
in wiffle ball game.
Pre-assessment (for learning): Observe students catching/fielding in previous lessons.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Adjust the lesson depending on how students do on certain drills. (ex: spending more
time on drills that the struggle with)
Formative (as learning): Observe the students as they participate in the drills. Help the students who need help
Summative (of learning): The next class period with them ask them to explain how to field a ball that is

coming at them, either on the ground or in the air.

What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,

9-15-14

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 instructions to the students

verbally. Demonstrate the
instructions visually for the
students.

The students will be participating

and moving in multiple drills with
partners for fielding in wiffle ball.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
They choose their groups and
partners.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

After explaining the instructions

ask a students to explain what
they are going to do.

The students will be working in

groups and with partners. While
using the reaction ball see how
many times it can bounce before
they can catch it. While pickle
they will be trying to get each
other out.

emotionally, etc., for your

students to do this lesson?
Provide options for comprehensionactivate, apply & highlight

Apply the instructions to the

lesson

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

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

Set goals for them. (ex: try to

Talk about how fielding relates
get the reaction ball to bounce
to the end goal of playing the
five times before catching it.)
game.
This lesson will need; reaction balls, wiffle balls, and bases. It will be an open gym with the kids
spread out through out the gym as they work in groups.

The class will start with the kids in their gym spots. Then while using the reaction ball they should
spread out across the gym. While the students are paired up they should create a parallel line down the
center of the gym, sitting across from their partner. Then while playing pickle the groups should
disperse themselves around the gym so they each have room.

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 kids as they come in to the class.
- Go to gym spots sit quietly and listen to
- Tell them to go to their gym spots.
the teacher.
- Introduce the lesson and tell them what
they will be doing during the class period.

9-15-14

Have students get in groups of around

eight (depending on class) and give each
group a reaction ball to have the kids see
how many bounces they can get before
catching it (working on reaction). They
should start with one bounce then catch,
then two bounces and catch, then three
bounces and catch, and so on.
Ask students to pair up and spread out
around 10-15 ft away.
Tell them to throw grounders to each
other.
Then switch to throwing pop flies to each
other.

Listen to the teacher and do was it asked

and expected of them.
Get in groups when asked to.

5 min

Closure
(conclusion,
culmination,
wrap-up)

Then tell the students to get in groups of 5

and have them play pickle having the
students working on tagging players and
catching.

Call the students to get back into the gym

spots and bring up the bases and balls
when called then have them go and sit in
line as they wait for their teacher.

Listen to the teacher and sit quietly and

wait for their 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.)
I have not taught this lesson yet but I can visualize it while I write it. I start off with the students working with reaction balls so they
work on attempting to catch a ball that they have no idea where it is going. I then switch to the students throwing pop flies or ground
balls so they get the basics down of playing the field in wiffle ball. This also gives them a chance to see how a ball bounces on the
floor with ground balls. Then I move to playing pickle so the students get a chance to practice tagging players, learning when to run,
and pegging (shoulders down, and we play with soft balls). The one grey area of this lesson that I am a little worried about is playing
pickle, since we will be playing it with four bases rather than just two it could get confusing.

9-15-14