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PRE-INSTRUCTIONAL PLANNING
Context for Learning/Provisions for Diverse Learners
1) Identify the strengths, needs, and interests of individuals needing
accommodations, including students with IEPs and/or 504 plans.
In this class, there is one student with a 504 plan. This student was diagnosed with ADHD and
Disruptive Behavior Disorder. This students disabilities impact his ability to control their
impulses. Accommodations that need to be made include an increase in immediacy of
recognition and rewards for making appropriate choices in the classroom and allowance of
sensory items to help him control his impulses during the heavier lecture days (i.e. stress
balls/gum).
This student is highly active and athletic and will not need accommodations when it comes to the
basics of the class. Accommodations may need to be made if disruptive behavior sparks up
during play time causing the student to become vulgar and aggressive. However, this student
is on the Varsity Basketball team and Varsity Baseball team and has shown great progression
over the past few years.
There is another student in this class who has an IEP. He struggles with reading and writing and
will take his assessments with a para in another room on testing days. However, this student
verbally can take the test and get a perfect score. This student does not have any problem
understanding the concepts and is very athletic. Accommodations that will need to be made are
when we are reading articles and taking assessments. As stated earlier, this student will take
their assessment elsewhere. When reading articles, there will be a para to read the article to the
student.
There have been racial slurs towards one another regarding ability levels in sports and this is an
area that needs improvement. The racial jokes and comments are not to be tolerated in this
class. When one is heard, participation points will be docked for that day. The students need to
understand the seriousness of their comments and if they continue play time will be taken
away and they will need to reflect on the actions and comments they have made to one another.
How have you planned to support students in meeting the academic language
demands for this lesson?
(Identify specific strategies, visuals, models, and or demonstrations you plan to
use.)
I will have a list of the academic language on the course site with the definitions as stated above
for students to look at when needed. I will also always have the current lessons academic
language posted on the wall or white board during each class period for a better understanding
throughout the lesson. Most of the academic language will be covered and reviewed at the
beginning of each lesson.
Assessment: Attach to your lesson plan any rubrics, checklists or other assessment
tools that you will use.
Describe the tools/procedures that will be used throughout this lesson to monitor
and measure
students learning of the lesson objective(s). (Multiple and varied assessments
should be used in the
lesson.)
Assessment Type
Formative
Assessment Tool
Exit Ticket
What it measures
The students understanding
on how to hit using accurate
Unit Final
Summative
Feedback:
How will you plan to provide specific feedback to students on their progress
toward reaching the lesson
objective?
One way the students will receive feedback is through their grades on their assessments. The
students will also be consistently observed through out every class period and their feedback will
be posted on the course site privately at the end of each day. The students are not graded on
how good they are at a sport, so for some students their feedback is essential to be reassured
they are doing well in the class.
How will students use the feedback to improve their competencies and knowledge?
Students will use their feedback to grow in their knowledge by looking at their feedback as their
homework every night and challenging themselves on what they can do to improve. Students
can also use their feedback from their assessments as guides to help them retain the information
throughout the unit to prepare themselves for the Unit Exam.
Materials and Special Arrangements:
Teacher Materials:
Course site, texts
Student Materials:
Course site, optional texts/videos, checklist
Theories and or Research-Based Best Practices:
Identify relevant research/theory to justify why learning tasks (or their
application) are appropriate.
How have you intentionally linked this to your instructional planning?
The applications/assessments in this unit are essential in Physical Education. Assessment is vita
in physical education because it allows us to measure what our students are learning and how
they are progressing. This is a subject that can be cut from the education system and having
assessments to show how it helps and how the students learn are important in keeping physical
education in our schools.
Attached is an article called Web-based assessment of Physical Education Standards by
Marybell Avery that talks about the importance and weight of assessments in physical education.
References (APA) and Acknowledgments:
Avery, M. (2012). Web-Based Assessment of Physical Education Standards. Journal of Physical
Education, Recreation & Dance, 83(5), 27-34. doi:10.1080/07303084.2012.10598776
Teacher Skill Focus for This Lesson: (Also note how you plan to collect feedback.)
I will really be focusing in on my students working independently together to complete their assigned
work. Since this class is all upperclassmen, I think it is important to give them the responsibility of their
own learning. I will make myself available for questions at all times, however, there will be a lot less of me
giving them everything. Obviously, accommodations will be made where they are needed. But, for most
students, finding resources on baseball and softball shouldnt be too difficult. They can search in the
Library where they can find books and videos, as well as the internet. I will compare test results to a unit
where I hand fed everything to them. I will also compare student excitement by videotaping my classes.
LESSON PLAN
Plan your teaching steps by addressing What will the teacher do and What will students do.
Provide evidence of scaffolding, linking new content to prior learning, engaging students,
monitoring progress, supporting students so they can use academic language, and transitioning.
INSTRUCTIONAL SEQUENCE
Tim
e
Introduction/Motivation:
Activate prior knowledge Review our previous
lesson on the fundamentals of catching and
throwing.
30
min
25
min
10
min
Review
We will do a short review after their exit
tickets are completed.