Signature Assignment Lesson Plan

Stephanie Saylors
ITL608
 STAGE 1: PLANNING YOUR INSTRUCTION

YOUR TARGET: Standard, Goals & Outcomes

Teacher: Stephanie Saylors Grade/Subject: 6th and 7th grade / Physical

Education
TARGET: Unpack Your Standard

Academic Standards:

Physical Education Model Content Standards for California Public Schools: Standard
1: Students demonstrate the motor skills and movement pattern needed to perform a
variety of physical activities. Standard 2: Students demonstrate knowledge of
movement concepts, principles, and strategies that apply to the learning and
performance of physical activities. Standard 5: Students demonstrate and utilize
knowledge of psychological and sociological concepts, principles, and strategies that
apply to the learning and performance of physical activity.
Big Questions: Knowledge: (Concepts to be Skills: (What you will
(Questions to frame understood and applied) explicitly teach)
student learning)
·​ ​Basketball rules and ●​ ​Basic rules &
·​ ​What are the skills terminology terminology
needed to play ·​ ​Basic skill fundamentals ●​ ​Passing
basketball? ·​ ​The importance of proper ●​ ​Dribbling
·​ ​What are the rules? communication and teamwork ●​ ​Shooting
·​ ​How does playing ·​ ​Proper form and ●​ ​Utilizing movement to
basketball aid in technique create open space
physical literacy as well ·​ ​Applying effective
as social and emotional offensive & defensive
development? strategies from each other.

Student Learning Goal:

Students will demonstrate their understanding of the rules of the game of basketball
and basic strategy, as well as the fundamental physical skills required.

Student Social-emotional Goal​ ​(LEARNER):

Students will learn social skills, etiquette, safety, and rules through teamwork and
group activities which emphasize communication, camaraderie and positive interaction
between students. Acknowledging good play and technique, encouraging teammates
and others in the class.

Barriers to learning​ ​(LEARNER): ​Level of literacy; language proficiency levels;

funds of knowledge; attention span)
 Physical ability levels, cognitive abilities, coordination, motor-skill development, and
prior experience can all impact the time needed to acquire the basic skills and
knowledge necessary to adequately participate in a live game of basketball. ELLs and
special needs students may have a difficult time understanding the rules and proper
terminology.

Common Misconceptions ​(LEARNER & TARGET): ​(Subject matter specific;

Related to academic standard; Knowledge gaps; Student confusion; multiple
meanings; cultural differences; misunderstand)

Experience, knowledge, and physical fitness levels will surely vary among this group of
students and impact how they progress and develop the skills needed. Even for those
students who are more physically literate, they still may not have much experience
with the rules and/or the various skills that are required.

My Class:

My Classroom Composite:​ ​(TEACHER & LEARNER) ​Whole group (Broad needs

of students; observable patterns and trends; language and literacy subgroups;
digital/technology fluency; emotional regulation)
 Who are my learners? In my class I have 52 students. They are a diverse group of
learners from a variety of backgrounds and cultures. There is a wide variety of
physical fitness and skill levels. The disabilities present are down syndrome, autism,
and SLD. My class also has several EL students.

Based on my field observation, this class seems to be a very well behaved,

enthusiastic, motivated, and energetic group. They are very supportive of each other
and really seem to enjoy their time in PE. Overall, this class has created a very
healthy and welcoming learning environment, free of judgement and harsh criticism.

I have one student who has down syndrome and his fine motor-skills are
underdeveloped in comparison to the rest of the class. Also, his cognitive and
emotional development is also delayed. Despite his disability, he is and enthusiastic
participant and loves trying new activities. Another student of mine is autistic and can
be emotionally volatile and hesitant to try new things. With proper support and
encouragement he can be successful despite his social inhibitions.

(Accommodations/Adaptations/Intervention (Teacher, Learner, Instruction, Management)

Focus Student #1: Special Needs (IEP
Goals)
Lacking proper motor-skill development.
Cognitive and emotional development is
delayed. Has a personal aide. He is very
enthusiastic, but he may require
modifications to practice drills to
accommodate his physical abilities. He
may also have difficult time grasping the
various rules and terminology.
Focus Student #2: English Language
Learner (ELL)
Emotionally volatile and socially inhibited.
Can become withdrawn and will refuse to
participate at times. Requires extra
support and encouragement.

(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT)

Multiple Means of How will the content be presented/shared in multiple ways
Representation to highlight critical features, represent different formats,
(modeling & media types and cultural diversity? How will you monitor
practice) and assess understanding of representation?

I will first introduce the sport of basketball by showing the class a

video of an actual basketball game being played and I will
highlight the basic rules, terminology, and skills that are
presented in the video. Students will be encouraged to
participate in identifying the various concepts, allowing me to
assess their prior knowledge. The next segment of the lesson
will take place outside on the basketball courts. I will model
several different passing, dribbling, and shooting drills, which I
will then have the students practice. As the students gain
proficiency, I will then allow them to participate in basketball
“mini games” (HORSE, 21, 1-on-1, 2-on-2) which will allow them
to continue to build their basic skills and introduce them to
competitive play. When I feel the class is ready, I will then allow
them to participate in regulation basketball games.

Multiple Means of How will students engage in the process of new learning?
Engagement How will the content become accessible, meaningful, and
relevant to the learner? How will you monitor and assess
this process?

The learning process and pace of instruction will be very

measured and deliberate. Students will be allowed to progress
from basic drills to more advanced drills at a pace that they are
comfortable with. Students will learn social skills, etiquette,
safety, and rules through teamwork and various group activities
and drills which will emphasize communication and positive
interaction between students. Students will be allowed to
choose which “mini game” they would like to participate in as
they advance into more competitive forms of play
Multiple Means of What principles of choice for the product of learning will
Expression you accept? How will you provide a space for
(practice & communication, creativity, critical thinking, and
assessment) collaboration (4 C’s)? Which measures will you use to
assess products of learning?

I will administer a paper test to assess their understanding of

basic concepts, rules, and terminology. I will also be visually
observing them on the basketball court as they progress through
various drills and assessing the development of their basic skills.
As they advance into more competitive play I will be actively
monitoring their understanding of the rules as well as evaluating
how well they communicate and work together with their
teammates.

Managing the How will you manage the classroom/setting so students

Classroom transition successfully through instructional stages, and
Environment student groupings? How will you create an optimal learning
environment (space, time, pacing, interactions,
expectations, assessment)?

The initial instructional phase will be highly interactive and

students will be encouraged to participate in sharing their prior
knowledge as I introduce the various concepts, rules,
terminology, and skills. As the students begin to practice the
various skill drills, the class should be supportive and
encouraging towards each other. More advanced students are
encouraged to provide assistance and feedback to less
experienced classmates. I will observe my students during the
drill exercises, assessing their progress, providing feedback
regarding proper technique and form, and special attention will
be given to my special needs students and ELLs to ensure
proper understanding. I expect to spend at least three days
focusing on drills before we move to any form of competitive
play. As we move into actually playing competitive games, I will
group the teams by general skill level in order to keep the games
as balanced and competitive as possible.