Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Clae Sensenig

Date: 4/30/17 Subject/ Topic/ Theme: Dribbling Grade: 7th

I. Objectives
How does this lesson connect to the unit plan?
Dribbling is a big part of the game of basketball because it is how you move the ball up and down the court and around defenders.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Participate in all dribbling drills with 70% success (on the first day) X
Explain to a partner two cues that helps make a successful dribbler Ap An E
Exhibit responsible personal and social behavior the whole class benefiting themselves, classmates and using the X
equipment properly

Common Core standards (or GLCEs if not available in Common Core) addressed:
Standard 2- The physically literate demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance
of physical education
Standard 3- The physically literate participates regularly in physical education
Standard 5- The physically literate exhibits responsible personal and social behavior that respects self and others in the physical activity setting
(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 Students will know how to work with others and be respectful and listen to the teacher and follow
knowledge and skills. instructions. Students will ask questions if they dont understand.

Pre-assessment (for learning):

Formative (for learning):

At the end of the class asking questions about the history of basketball so that students can remember
Outline assessment what we talked about in the beginning
activities Formative (as learning):
(applicable to this lesson) Student Journals at the end of class so that I can have a better understanding of how much experience
in basketball students have had and how they are feeling about the new unit.
Summative (of learning):

What barriers might this Provide Multiple Means of
lesson present? Representation
Provide options for
perception- making
information perceptible
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this
lesson?
Provide options for
language, mathematical
expressions, and symbols-
clarify & connect language
Simply my language and
have time for native
speakers to talk amongst
themselves if they have a
question or interpret for
others.
Provide Multiple Means of Action Provide Multiple Means of Engagement
and Expression
Provide options for physical action- Provide options for recruiting interest-
increase options for interaction choice, relevance, value, authenticity,
minimize threats
The cone relay allows students to use
skills that they know such as behind
the back, in between the legs, or any
other ball handling skill they know
and want to practice while other
students can still be practicing the
basics.
Provide options for expression and Provide options for sustaining effort and
communication- increase medium of persistence- optimize challenge,
expression collaboration, mastery-oriented feedback

9-15-14

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for
comprehension- activate,
apply & highlight
Rack of basketballs, 12 cones
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment & reflection
Student journals at the end will help
students right their nerves or feelings
out and communicate with the teacher
in a way thats not so intimidating.

At the beginning the gym floor will be empty and the balls will be on the rack off to the side so that the
students can run for there warm up. Later on the cones will be set up in four straight lines spread out
down the court.
How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
6 Welcome class! Introduce the new topic of Students will ask questions about the history if they have
min Motivation basketball! Talk about the history of any. Or if they know of any additional history of the game of
(opening/ basketball; began in 1891 Springfield, basketball the discussion will be open to share.
introduction/ Massachusetts by physical education
engagement) teacher James Naismith. The concept of
basketball was born from a simple childs
came called duck on a rock where you
would try to hit a duck or object off the
top of a large rock by throwing another
rock at it. James wanted a game to play
inside during the Michigan winters and
that used required students to have skill
not only strength, thats how basketball
was created. The first game was played
with a soccer ball and two peach baskets.
Development Warmup: 3 minute jog Students will run around the gym for three minutes
(the largest Set timer, and play warmup CD
component or Students will get in a low stance, shoulder width apart
main body of Introduce proper form of dribbling- (without having a ball yet) keep head up.
the lesson) stance: low athletic stance, feet shoulder
width part, head up eyes looking ahead.
Ready Position: dribble with hand farthest
from defender, keep other arm 90 degree
to protect ball
Hand: Fingers spread apart, only use
fingertip pads, hand and wrist relaxed Have everyone grab a ball and practice dribbling stationary
Feet: pivot foot, only move if dribbling, if with their right hand, left hand and cross over.
stop dribbling only pivot Students will dribble with dominate hand and then pass the
ball to the next person in line.

9-15-14
 Split students up into two groups and have
the first group line up on the baseline with
the second group behind them. Have the
first group dribble with their dominate
hand all the way to the end of the gym and
back and pass the ball off to the next
group. Switch to other hand.
Have students line up in four lines. Set three
cones down the basketball court in a line.
Students know have to dribble to the cone and
when they come to the cone they either have to
do a crossover, behind the back, or in between
the legs move.

This gives more option for those

that want to challenge End of class Activity:
themselves but for those that are Half the students have a basketball, the other
still learning it helps them to half does not. The students with basketball
remember to keep their dribble (represented by Os) dribble around the outside
and switch dribbling hands. of the volleyball court but stay inside the
Emphasis that everyone is at basketball court lines. They dribble going
different levels and it is okay to counterclockwise.
mess up. If you lose your ball go
get it and continue wear you left
off. Once you get to the end of
the gym jog back on the side
lines. Next person in line waits till
the person reaches the second
cone before they can go.

Basketball Snatchers: The other students

(represented by Xs) find a position inside the
basketball court line and volleyball lines. They
can move sideways only (i.e., from side to side
between the court lines) and cannot move
forward or backward.
They are facing clockwise in the lanes. Their job
is to try to knock the ball out of the dribblers
hands. If they succeed, they switch places with
the dribbler. The object is to try to keep control
of the ball while dodging the students trying to
steal the basketballs.

Game from https://greatactivitiesonline.com/basketball-

snatchers/

Ask the students when and where the Students will write in their journals and raise their hand if
Closure
game of basketball was created? Who they know the answer to the questions.
(conclusion,
invented the game? Where the rules the
culmination,
same as they are now? Have students
wrap-up)
journal about any initial thoughts or
feelings they are having about the
basketball unit and if they have had any
experiences outside of physical education
class.

9-15-14
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 did not have the opportunity to teach this lesson but reflecting on the process of it, it I struggle with making a skill such as
dribbling and having more unique and different activities or way of teaching it. Its so hard because there is only so much you
can do with it (or at least I think) to get the fundamental basics down. I tried to incorporate some history aspects into the
lesson so that it provides a higher level of learning and the students realize that basketball has been around for a long time
but it also didnt start out the exact way the game is played now. I want students to know that they can make mistakes and
that its ok to be at different levels and so having them write a journal entry or a few notes down at the end will help me get a
better idea of what I can work on or will need to work on longer and to be extra encouraging to those who are struggling.

9-15-14