Teacher Work Sample Amy Turner

Diversity Analysis

Tygarts Valley High School

Diversity Analysis Survey (Anonymous) Directions: Please place a check mark by all answers that apply to you and your family.

1) What do you consider your socioeconomic status (poverty or income) level to be? Low___________ Medium________ High___________ 2) What best represents your religious views? Christian _______ Jewish__________ Muslim__________ Other (please specify): _______________ 3) What best represents your race? Caucasian _________ African American ________ Asian __________ Hispanic _________ Other (please specify) ____________ 4) What is your gender? Male _______ Female _______ 5) Do you have any disabilities and what are they? Yes ___________________________ No_______________ 6) Please define your family structure/education level (who lives in your household). ____________________________________________________ 7) How do you learn best? Visually ____________ Auditory ___________ Bodily Kinesthetic _________ Verbal/Linguistic ____________ Musical-Rhythmic ____________ Naturalistic __________ Logical-Mathematic _________ Intrapersonal __________ Interpersonal __________ Naturalistic __________

Diversity plays an important role in todays society. It has several key impacts on teaching and learning in the classroom. Its important for teachers to recognize a diverse group of students because all people are unique in their own way. All teachers should take time to learn about their students background, interests, and learning styles in order to create a strong learning environment for each individual student. The students should all learn about their similarities and differences to build an appreciation for the diversity in the classroom. Once students understand the value of diversity, they can gain comfort with their peers and their learning environment. Diversity plays a role in all schools in different ways. Tygarts Valley High School diversity is a crucial factor for me to analyze and interpret, as I complete my unit plan. Tygarts Valley High School is located in Randolph County, West Virginia. In 2011, the United States Department of Commerce: Census stated that Randolph County has a total population of 29,465 residents (U.S Census Bureau, 2011). The total population in Elkins, West Virginia is 7, 108 compared to the state of West Virginia with a total population of 1,855,364 (U.S. Census Bureau, 2011). In comparison, the total population at Tygarts Valley consists of 478 students. The majority of students at Tygarts Valley High School are Caucasian. There are 475 Caucasian students enrolled, two African American students, and one Hispanic student (National Center for Education Statistics, 2012). The school consists of 248 males and 230 females (National Center for Education Statistics, 2012). These statistics demonstrate many similarities that I noticed while analyzing the results after conduction of the diversity analysis survey. The diversity analysis survey I had the students in Mr. Currences classroom complete taught me a lot about each student and their background. The information I

gathered from the survey included gender, age, race, religion, family structure, multiple intelligences, socioeconomic status, and exceptionalities. As I reflected back on the survey, I noticed that Mr. Currences classroom shares more similarities than differences. Most students shared common traits, beliefs, and backgrounds. However, many of the students had differences in their learning styles. Mr. Currence and I discussed the learning styles and we talked about particular students in the class that I would need to target more. I was surprised to see how many students chose not to participate and he told me that if they participated they would pass the class. There were some seniors that didnt want to take the physical education class and they werent going to be able to graduate because it was holding them back. All these students had to do was participate in Mr. Currences class and decided not too. There were 30 students total that completed the diversity analysis survey. Mr. Currences classroom consists of 13 males and 17 females. There are three students in the classroom with exceptionalities. There is a girl and a boy that are Autistic and one boy who is bipolar. These students showed more talent than some of the other students without exceptionalities. The autistic boy in the class was one of the best shooters in the class. All of the students are Caucasian and they all follow the Christian faith, except for two students that defined no religious background. This didnt come as a surprise because 94.1% of the West Virginia population is Caucasian (U.S. Census Bureau, 2011). I learned that most of the students have multiple learning styles. The most common learning styles were visual, auditory, verbal/linguistic, and bodily kinesthetic. There were two students that selected the logical/mathematical learning style and one that said naturalistic. The majority of students in Mr. Currences classroom learn best visually,

which is important to my unit of focus. I have been demonstrating critical elements of basic fundamental basketball skills to teach the students the correct form and techniques and I have seen tremendous improvement thus far. I will take into consideration the other learning styles and try to provide several teaching methods that will benefit the other students as well. I had to explain all of the basics in detail because there were no athletes in the class and most said they havent played basketball before. It was a challenge working with some of the students, but they all listened well and followed my directions. The bodily Kinesthetic learners in the class were very successful because they learned best through movement and we were always moving with a basketball. As a pre-service physical education teacher, I have learned that each students performance level is influenced by their socioeconomic background and family structure. The diversity analysis survey gave me a good idea of how many have resources at home and how many are physically active at home. The socioeconomic results proved that there is a balance for poverty level among the students and their families in Randolph County. In Randolph County, per capita money income statistics show $18,472 compared to West Virginia having $21,232 (U.S. Census Bureau, 2011). In the survey, I asked the students to classify their socioeconomic status as low, medium, or high; five of the students answered low, sixteen answered medium, and seven answered high. This implied that the majority of the students had a medium to high socioeconomic status and only a few fell under the low category, which tells me that they have a strong family structure. However, you could tell that most of the students in the class didnt have much experience with basketball. The persons below poverty level in Randolph County is

17.1% compared to 17.4% for West Virginia, which suggests that Randolph County closely compares to the state of West Virginia according to poverty level statistics (U.S. Census Bureau, 2011). The majority of students said that they all lived with their parents and siblings. Only one student in the class shared that she lived with her grandparents. One thing I found interesting was that most students had a strong support system, however, most of their parents didnt go to college. Most shared that the highest education level their parents reached was high school, which suggests that most of the students dont get much experience and knowledge from home. In West Virginia, persons age 25 and older have 81.9% that graduate from high school and 17.3% gain a Bachelors degree or higher (U.S. Census Bureau, 2011). These statistics are very low and prove the results of the diversity analysis survey to be accurate in comparison. It shows a high percentage for high school graduates, but a very low percentage for persons attaining a college degree. Overall, I felt the diversity analysis I gave the Tygarts Valley students benefited me as their cooperating teacher, as it provides several statistics to be evaluated. I learned a lot of information about each individual student and learned what I need to focus on for my unit plan. The majority of my unit will now be focused on lay ups because every student struggled to perform the correct technique for a right handed and left handed lay up. The statistics for Randolph County showed a lot of comparison with the state of West Virginia. The importance of diversity is clearly identified when compared with different communities. An effective teacher has the ability to control diversity in his or her classroom and doesnt let it affect their students learning environment. Diversity has a

major impact on society and as a society we must work together to appreciate the uniqueness of every individual.

Bibliography

National Center for Education Statistics: Institute of Education Sciences: Tygarts Valley High School. 2012. Tygarts Valley High School Characteristics.webschoolpro.com. Retrieved from October 6, 2012. http://westvirginia.webschoolpro.com/tygarts-valley-highschool_WV083750075503/school-characteristics.html

U.S. Department of Commerce: Census Bureau: Federal Reserve Bank of St. Louis. 2011. Resident Population in Randolph County. Stlouisfed.org.Retrieved from October 8th, 2012. http://research.stlouisfed.org/fred2/series/WVRAND3POP

U.S. Department of Commerce: Census Bureau. 2011. Randolph County and West Virginia Statistics.quickfacts.census.gov. Retrieved from October 10th, 2012. http://quickfacts.census.gov/qfd/states/54000.html

U.S. Department of Commerce: Census Bureau. 2011. Randolph County and West Virginia Statistics.quickfacts.census.gov. Retrieved from October 10th, 2012. http://quickfacts.census.gov/qfd/states/54/54083.html

Assessment Plan

Assessment Plan Amy Turner

Theme: Basketball Grade Level: High School Analysis of Student Learning Learning Goals The students will learn how to dribble, pass, shoot, and play defense after learning Phase I, II, and III basketball skills. The students will be able to participate in Phase I basketball drills, stations, relay races, rhythms with equipment, and group play activities. Students can use the proper technique and correct forms for dribbling, shooting, passing, and a defensive stance. Students will be able to create and plan specific basketball skills to use during the cupid shuffle dance.

Objectives Standard 1: Movement Forms (PE. S.1) The intent of this standard is development of the movement/physical skills needed to enjoy participation in physical activities. Mastering movement fundamentals establishes a foundation to facilitate continued motor skill acquisition and gives students the capacity for successful and advanced levels of performance to further the likelihood of participation on a daily basis. Standard 2: Development of Motor Skills (PE. S.2) The intent of this standard is for students to establish patterns of regular participation in meaningful physical activity. This

standard connects what is done in the physical education class with the lives of students outside of the classroom. While participation within the physical education class is important, what the student does outside the physical education class is critical to developing an active, healthy lifestyle that could help prevent a variety of health problems among future generations of adults. Students make use of the skills and knowledge learned in physical education class as they engage in regular physical activity outside of the physical education class. Standard 3: Physical Activity (PE S.3) Students will exhibit a physically active lifestyle that provides the opportunity for enjoyment, challenge, self-expression, and social interaction. Standard 4: Physical Fitness (PE S.4) Students will apply physical fitness concepts to achieve and maintain a health-enhancing level of physical fitness.

Learning Goals The students will learn how to dribble, pass, shoot, and play defense after learning Phase I, II, and III basketball skills

Assessment Pre-Assessment: Dribble Testing: -Dribble right handed -Dribble left handed -Dribble in between legs -Dribble behind the back -Figure eight dribbling -Dribble crossing over in front and then side to side Passing Testing: -Chest -Bounce -Overhead

Format I will have all of the students line up at the sideline in a straight line, each holding a basketball. I will tell the students what skill to perform and use my whistle as a stopping/starting method. I will assess dribbling first, then passing, shooting, and defense after. As I ask the students to perform each skill, I will be walking

Adaptations I will give the students with disabilities a choice to use a basketball or use a volleyball/soccer ball to test with. I will have Mr. Currence assist these children when necessary. I also will give extended time while testing the skills to get a good idea of each students skill level.

-Baseball Shooting Testing: -Lay up (right handed and left handed -Form shooting with dominant hand Defense Testing: -Sliding (to the right, left, forwards, and backwards) -Stance -Quick feet The students will meet learning goal one by participating in several Phase 1 testing skills and then learn the critical elements of dribbling, passing, shooting, and defense after. Formative Assessment Drills: Drills: Defense: -I will point in the direction I want the students to slide. I will also give signals such as a fist or hands up which indicate the students need to fall down to take a charge or jump in the air to grab a rebound. -I will give the students a pattern for them to follow to practice getting low in a defensive stance and to slide without crossing their feet.

down the line to assess each students skills through observation. I will have a chart with a space to put a check for performance level by each students name. They will be assessed on dribbling, passing, shooting, and defense testing. I will give a check minus for below average performance, a check for average, and a check plus for excellent/superior performance.

The formative assessment will consist of the following: -Drills -Stations -Rhythms with Equipment -Relay Races -Group Play I will assess the students by giving them a percentage for each lesson day. 25% for below average performance, 50% for average, 75% for above average, and 100% for excellent/superior performance. I will record each students

The students with disabilities will be given the option to participate in any of the drills, stations, relay races, rhythms activity, and group play. If they want to participate I will let them, but if not I will let them play Kinect sports on Xbox live. They will get a percentage based on their participation not skill level. All other students are expected to participate, unless not dressed, sick, or injured. I will also give guided practice

Dribbling: -Dribble zig zag: I will give the students a pattern to follow and they will have to dribble to each spot and cross over to dribble to the next spot using the length of the basketball court -Dribble tag (10 jumping jacks to come back in): Each student will have a basketball in their hand and they will spread out I one half of the court. Each student will be expected to dribble using one hand only and try to knock their classmates ball out of the grid without losing control of their own ball. The students must keep their own dribble. The last student that has control of their ball will win. -The students will dribble the length of the basketball court using their right hand and then their left hand. -Passing and Shooting: -Partner Passing sliding to half court and back: The students will give their partner a chest,

results in a chart.

for those students who need extra help. Students who need extra help will be given extended time to work on the activities.

bounce, baseball, or overhead pass and slide in a defensive stance to half court and back. -Lay up full court with 4 passers at each elbow: The students will work on their passing skills, dribbling skills, and practice shooting a lay up on the right hand side and then the left hand side. -Baseball pass: The students will be working together in this drill. This is a layup drill with using a baseball pass to both lines. -Competition shooting at each elbow there will be groups of 5, first group to make 10 shots first wins. Stations #1: Shooting: The students will practice foul shots and form shooting. #2: Defense: I will set up cones and have a pattern they have to follow. The students will sprint to the first cone, slide to the left, then slide to the right cone, slide back to the middle cone and back pedal to finish. #3 Push ups and Sit

ups #4 Shooting: 5 man 4 ball. Four students will start with a ball and they will shoot anywhere within the perimeter. After they shoot, the students will get their own rebound and communicate with one another to find the open person without a ball. This drill is continuous. #5: Passing: Students will pass with a partner. They will practice a chest, bounce, overhead, and baseball pass. #6: Dribbling/Ball Handling: The students will do the wrap the mummy drill, figure eight dribbling, right hand and left hand dribbling, finger tips, and do cross over dribbling. The students will be able to learn Phase I, II, and III skills by practicing several drills and stations. I will demonstrate and teach each drill or station before students have to perform. As the students do the drills ands stations they will be learning because I will provide feedback

and correct improper form when necessary. Post-Assessment: Dribble Testing: -Dribble right handed -Dribble left handed -Dribble behind the back -Figure eight dribbling -Dribble crossing over in front and then side to side Passing Testing: -Chest -Bounce -Overhead -Baseball Shooting Testing: -Lay up (right handed and left handed -Form shooting with dominant hand Defense Testing: -Sliding (to the right, left, forwards, and backwards) -Stance -Quick feet I will also give the students a 10 question true and false test on the basketball critical elements we covered during the unit. I will be able to determine if the students met the first learning goal by analyzing their test results and skills after the unit is over.

I will give each student a test consisting of 10 true or false questions and then assess the dribbling, passing, shooting, and defensive skills again to see if they improve from the pre-assessment day. I will chart the post assessment results by using the same check system as the pre-assessment. I will have a chart with a space to put a check for performance level by each students name. They will be assessed on dribbling, passing, shooting, and defense testing. I will give a check minus for below average performance, a check for average, and a check plus for excellent/superior performance. I will grade each of the students tests and record their scores to get the mean, median, and mode for the class. The quizzes are worth 100 points plus 2 bonus points.

I will go over some key critical elements of basketball before the students take the quiz and allow time for the students to ask me questions. Each student will be expected to take the quiz and do the post assessment testing again. I will have Mr. Currence help the students with disabilities take their quiz. I will use guided practice during the post assessment testing and give direct instruction on basketball skills before the test is delivered.

Learning Goals The students will be able to participate in Phase I basketball drills, stations, relay races, rhythms with equipment, and group play activities.

Assessment Pre-Assessment: Dribble Testing: -Dribble right handed -Dribble left handed -Dribble in between legs -Dribble behind the back -Figure eight dribbling -Dribble crossing over in front and then side to side Passing Testing: -Chest -Bounce -Overhead -Baseball Shooting Testing: -Lay up (right handed and left handed -Form shooting with dominant hand Defense Testing: -Sliding (to the right, left, forwards, and backwards) -Stance -Quick feet

Format I will have all of the students line up at the sideline in a straight line, each holding a basketball. I will tell the students what skill to perform and use my whistle as a starting/stopping teaching method. I will assess dribbling first, then passing, shooting, and defense after. As I ask the students to perform each skill, I will be walking down the line to assess each students skills through observation. I will have a chart with a space to put a check for performance level by each students name. They will be assessed on dribbling, passing, shooting, and defense testing. I will give a check minus for below average performance, a check for average, and a check plus for excellent/superior performance. The formative assessment will consist of the

Adaptations I will give the students with disabilities a choice to use a basketball or use a volleyball/soccer ball to test with. I will have Mr. Currence assist these children when necessary. I also will give extended time while testing the skills to get a good idea of each students skill level.

Formative Assessment: All of the students will be

The students with disabilities will be given the option to

able to participate in all activities unless sick, injured, or not dressed appropriately. Also all drills or activities will be age appropriate so everyone can participate comfortably.

following: -Drills -Stations -Rhythms with Equipment -Relay Races -Group Play I will assess the students by giving them a percentage for each lesson day. 25% for below average performance, 50% for average, 75% for above average, and 100% for excellent/superior performance. I will record each students results in a chart.

Post-Assessment: Dribble Testing: -Dribble right handed -Dribble left handed -Dribble behind the back -Figure eight dribbling -Dribble crossing over in front and then side to side Passing Testing: -Chest -Bounce -Overhead -Baseball Shooting Testing:

I will give each student a test consisting of 10 true or false questions and then assess the dribbling, passing, shooting, and defensive skills again to see if they improve from the pre-assessment day. I will chart the post assessment results by using the same check system as the pre-assessment. I will have a chart with a space to put a check for

participate in any of the drills, stations, relay races, rhythms activity, and group play. If they want to participate I will let them, but if not I will let them play Kinect sports on Xbox live. They will get a percentage based on their participation not skill level. All other students are expected to participate, unless not dressed, sick, or injured. I will also give guided practice for those students who need extra help. Students who need extra help will be given extended time to work on the activities. I will go over some key critical elements of basketball before the students take the quiz and allow time for the students to ask me questions. Each student will be expected to take the quiz and do the post assessment testing again. I will have Mr. Currence help the students with disabilities take their quiz. I will use guided practice during the post assessment testing

-Lay up (right handed and left handed -Form shooting with dominant hand Defense Testing: -Sliding (to the right, left, forwards, and backwards) -Stance -Quick feet I will also give the students a 10 question true and false test on the basketball critical elements we covered during the unit. I will be able to determine if the students met the first learning goal by analyzing their test results and skills after the unit is over.

performance level by each students name. They will be assessed on dribbling, passing, shooting, and defense testing. I will give a check minus for below average performance, a check for average, and a check plus for excellent/superior performance. I will grade each of the students tests and record their scores to get the mean, median, and mode for the class. The quizzes are worth 100 points plus 2 bonus points.

and give direct instruction on basketball skills before the test is delivered.

Learning Goals Students can use the proper technique and correct forms for dribbling, shooting, passing, and a defensive stance.

Assessment Pre-Assessment: Dribble Testing: -Dribble right handed -Dribble left handed -Dribble behind the back -Figure eight dribbling -Dribble crossing over in front and then side to side Passing Testing: -Chest -Bounce

Format I will have all of the students line up at the sideline in a straight line, each holding a basketball. I will tell the students what skill to perform and use my whistle as a starting/stopping teaching method. I will assess dribbling first, then passing, shooting, and defense after. As I

Adaptations I will give the students with disabilities a choice to use a basketball or use a volleyball/soccer ball to test with. I will have Mr. Currence assist these children when necessary. I also will give extended time while testing the skills to get a good idea of each

-Overhead -Baseball Shooting Testing: -Lay up (right handed and left handed -Form shooting with dominant hand Defense Testing: -Sliding (to the right, left, forwards, and backwards) -Stance -Quick feet

Formative Assessment: I will use the results from the preassessment and focus on the students who had difficulty with the basic fundamentals. I will observe all of the students during activity play and correct any improper form or bad technique. I will also remind the students of proper technique before we begin any activity. The students who need extra help will be pulled aside and

ask the students to perform each skill, I will be walking down the line to assess each students skills through observation. I will have a chart with a space to put a check for performance level by each students name. They will be assessed on dribbling, passing, shooting, and defense testing. I will give a check minus for below average performance, a check for average, and a check plus for excellent/superior performance. The formative assessment will consist of the following: -Drills -Stations -Rhythms with Equipment -Relay Races -Group Play I will assess the students by giving them a percentage for each lesson day. 25% for below average performance, 50% for average, 75% for above average, and 100% for excellent/superior performance. I will

students skill level.

The students with disabilities will be given the option to participate in any of the drills, stations, relay races, rhythms activity, and group play. If they want to participate I will let them, but if not I will let them play Kinect sports on Xbox live. They will get a percentage based on their participation not skill level. All other students are expected to participate, unless not dressed, sick, or injured. I will also

assisted by me. I will be constantly providing feedback to the students.

record each students results in a chart.

Post-Assessment: Dribble Testing: -Dribble right handed -Dribble left handed -Dribble behind the back -Figure eight dribbling -Dribble crossing over in front and then side to side Passing Testing: -Chest -Bounce -Overhead -Baseball Shooting Testing: -Lay up (right handed and left handed -Form shooting with dominant hand Defense Testing: -Sliding (to the right, left, forwards, and backwards) -Stance -Quick feet I will also give the students a 10 question true and false test on the basketball critical elements we covered during the unit. I will meet the third learning goal if

I will give each student a test consisting of 10 true or false questions and then assess the dribbling, passing, shooting, and defensive skills again to see if they improve from the pre-assessment day. I will chart the post assessment results by using the same check system as the pre-assessment. I will have a chart with a space to put a check for performance level by each students name. They will be assessed on dribbling, passing, shooting, and defense testing. I will give a check minus for below average performance, a check for average, and a check plus for excellent/superior performance. I will grade each of the students tests and record their scores to get the mean,

give guided practice for those students who need extra help. Students who need extra help will be given extended time to work on the activities. I will go over some key critical elements of basketball before the students take the quiz and allow time for the students to ask me questions. Each student will be expected to take the quiz and do the post assessment testing again. I will have Mr. Currence help the students with disabilities take their quiz. I will use guided practice during the post assessment testing and give direct instruction on basketball skills before the test is delivered.

the students increase their proper form and improve their results in the post assessment.

median, and mode for the class. The quizzes are worth 100 points plus 2 bonus points.

Learning Goals Students will be able to use rhythms with equipment to create and plan specific basketball skills to use during the cupid shuffle dance.

Assessment Pre-Assessment: Dribble Testing: -Dribble right handed -Dribble left handed -Dribble behind the back -Figure eight dribbling -Dribble crossing over in front and then side to side Passing Testing: -Chest -Bounce -Overhead -Baseball Shooting Testing: -Lay up (right handed and left handed -Form shooting with dominant hand Defense Testing: -Sliding (to the right, left, forwards, and backwards) -Stance -Quick feet

Format I will have all of the students line up at the sideline in a straight line, each holding a basketball. I will tell the students what skill to perform and use my whistle as a starting/stopping teaching method. I will assess dribbling first, then passing, shooting, and defense after. As I ask the students to perform each skill, I will be walking down the line to assess each students skills through observation. I will have a chart with a space to put a check for performance level by each students name. They will be assessed on dribbling, passing, shooting, and defense testing. I will give a check minus for below

Adaptations I will give the students with disabilities a choice to use a basketball or use a volleyball/soccer ball to test with. I will have Mr. Currence assist these children when necessary. I also will give extended time while testing the skills to get a good idea of each students skill level.

Formative Assessment: I will demonstrate rhythms with equipment with the basketballs and the dance I have designed for the cupid shuffle dance, which will give all the students an idea of what is expected for our technology lesson. I will give the students a list of many basketball skills they can choose from to design their routines to the cupid shuffle dance. I will walk around to each group and assist them in their dances. I will also help each group get organized and practiced before they have to present it to the class. Post-Assessment: Dribble Testing: -Dribble right handed -Dribble left handed -Dribble behind the back -Figure eight dribbling -Dribble crossing

average performance, a check for average, and a check plus for excellent/superior performance. The formative assessment will consist of the following: -Drills -Stations -Rhythms with Equipment -Relay Races -Group Play I will assess the students by giving them a percentage for each lesson day. 25% for below average performance, 50% for average, 75% for above average, and 100% for excellent/superior performance. I will record each students results in a chart.

I will give each student a test consisting of 10 true or false questions and then assess the dribbling, passing, shooting, and defensive skills again to see if they improve from the

The students with disabilities will be given the option to participate in any of the drills, stations, relay races, rhythms activity, and group play. If they want to participate I will let them, but if not I will let them play Kinect sports on Xbox live. They will get a percentage based on their participation not skill level. All other students are expected to participate, unless not dressed, sick, or injured. I will also give guided practice for those students who need extra help. Students who need extra help will be given extended time to work on the activities. I will go over some key critical elements of basketball before the students take the quiz and allow time for the students to ask me questions. Each student will be expected to take the quiz and do the post

over in front and then side to side Passing Testing: -Chest -Bounce -Overhead -Baseball Shooting Testing: -Lay up (right handed and left handed -Form shooting with dominant hand Defense Testing: -Sliding (to the right, left, forwards, and backwards) -Stance -Quick feet I will also give the students a 10 question true and false test on the basketball critical elements we covered during the unit. I will meet the fourth learning goal if the students can design their routines using four different basketball skills we have discussed during the unit.

pre-assessment day. I will chart the post assessment results by using the same check system as the pre-assessment. I will have a chart with a space to put a check for performance level by each students name. They will be assessed on dribbling, passing, shooting, and defense testing. I will give a check minus for below average performance, a check for average, and a check plus for excellent/superior performance. I will grade each of the students tests and record their scores to get the mean, median, and mode for the class. The quizzes are worth 100 points plus 2 bonus points.

assessment testing again. I will have Mr. Currence help the students with disabilities take their quiz. I will use guided practice during the post assessment testing and give direct instruction on basketball skills before the test is delivered.

Students Student #1

Dribbling

Passing

Shooting

Defense

Student #2 Student #3 Student #4 Student #5 Student #6 Student #7 Student #8 Student #10 Student #11 Student #12 Student #13 Student #14 Student #15 Student #16 Student #17 Student #18 Student #19 Student #20 Student #21 Student #22 Student #23 Student #24 Student #25

Student #26 Student #27 Student #28 Student #29 Student #30 The Pre-Assessment and Post-Assessment will focus on testing each students ability to perform Phase I basketball skills such as dribbling, passing, shooting, and defense. I will have specific test for each basic skill and assess each student by placing a check mark, check minus, or check plus by their name. If I give a student a check minus that will mean that they are below average. A check represents a student who demonstrates average performance. The check plus stands for excellent/superior performance. The goal is for each student to improve their skills by the end of the unit. Pre-Assessment and Post-Assessment Dribble Testing: 1) 2) 3) 4) 5) 6) Passing Testing: 1) 2) 3) 4)

Dribble right handed Dribble left handed Dribble in between legs Dribble behind the back Figure eight Dribble crossing over in front and then side to side

Chest Bounce Overhead Baseball

Shooting Testing: 1) Lay up (right handed and left handed) 2) Form shooting

Defense Testing: 1) Sliding 2) Stance 3) Quick feet

Pre-Assessment Results
Students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Dribbling check check check check check check check check check check check check check check check check check check check check check minus Passing check plus check plus check plus check plus check plus check plus check plus check plus check plus check plus check plus check check check check check check check check check check plus

Sh ch mi ch mi ch mi ch mi ch mi ch mi ch mi ch mi ch mi ch mi ch mi ch mi ch mi ch mi ch mi ch mi ch mi ch mi ch mi ch mi

ch

22 23 24 25 26 27 28 29 30

check minus check minus check minus check minus check minus check minus check minus check plus check plus

check plus check plus check plus check plus check minus check minus check minus check minus check minus

ch ch mi

ch ch mi ch mi ch plu

ch ch plu ch mi

Post-Assessment Results
Students Dribbling 1 2 3 4 5 6 7 8 9 10 11 check check check check check check check check check check check Passing Shooting Defense check check check plus minus plus check check check plus minus plus check check check plus minus plus check check check plus minus plus check check plus minus check check check plus minus check check check plus minus check check check plus minus check check check plus minus check check check plus minus check check check plus minus check

12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

check check check check check check check check check check minus check minus check minus check minus check minus check minus check minus check minus check plus check plus

check check check check check check check check check check plus check plus check plus check plus check plus check minus check minus check minus check minus check minus

check minus check minus check minus check minus check minus check minus check minus check minus check minus check check check minus check check minus check minus check plus check check plus check minus

check check check check check minus check minus check minus check check check plus check check minus check minus check plus check check plus check minus check plus check

Formative Assessment Students Student # 1 Student # 2 Student # 3 Student # 4 Student # 5 Student # 6 Student # 7 Student # 8 Student # 9 Student # 10 Student # 11 Student # 12 Student # 13 Student # 14 Student # 15 Student # 16 Student # 17 Student # 18 Student # 19 Student # 20 Student # 21 Student # 22 Student # 23 Student # 24 Student # 25 Student # 26 Student # 27 Student # 28 Student # 29 Student # 30 Drills Stations Rhythms with Equipment Group Play

The first three days the students will begin with Phase 1 drills such as Dribbling, Passing, Defensive sliding, and Shooting. Then, days four and five I will have six different stations set up for the students to get more opportunity to respond during drills. The stations will reflect the skills the students have learned from the previous days working with the Phase I drills. The sixth day will focus more on relay races and

competitive teamwork, which will challenge the students to focus on each skill. The seventh day the students will do the technology lesson, which will consist of the students working with rhythms with equipment. I will have a dance for them to follow and then I will have the students to be able to create their own dances to the cupid shuffle while using basketball skills. The last two days of my unit will focus on group play. I want the students to get the opportunity to play in a regulation basketball game. I will split the class into 5 different teams consisting of 5 players each. I will rotate teams and let everyone play each other at least once. I will be assessing the students during the drills, stations, relay races, rhythms with equipment, and during group play. I am going to assess each formative lesson plan by giving each student a percentage based on his or her performance level during each lesson. I will give them a 25% for below average performance, 50% for average performance, 75% for above average performance, and 100% for outstanding/superior performance. I will record my results in the above chart. I will be looking for each students percentage to improve by the end of the unit. During the formative assessment, I will be working very hard to increase each students level of performance by working with every child in order to have a successful post assessment at the end. The students in Mr. Currences classroom will have mastered Phase I, II, and III skills by the end of my basketball unit. They will have several opportunities to practice basketball skills and receive continuous feedback from me. Formative Assessment Results Students Drills 1 2 50% 75%

Stations 50% 75%

Rhythms with Equipment 75% 75%

Group Play 75% 100%

3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

50% 50% 75% 75% 75% 75% 50% 50% 75% 50% 100% 25% 50% 75% 75% 100% 25% 25% 25% 75% 50% 75% 50% 100% 50% 100% 50% 50%

75% 50% 75% 75% 75% 75% 50% 50% 75% 50% 100% 50% 50% 75% 75% 100% 25% 50% 25% 75% 50% 75% 50% 100% 50% 100% 50% 50%

50% 50% 75% 100% 100% 100% 50% 75% 75% 50% 100% 50% 75% 75% 50% 75% 50% 75% 50% 100% 100% 100% 75% 100% 75% 100% 50% 75%

50% 75% 75% 75% 75% 75% 50% 75% 75% 75% 100% 50% 75% 75% 75% 75% 50% 50% 50% 75% 75% 75% 75% 100% 75% 100% 50% 50%

Post Assessment Name:_________________________________

Directions: Write true or false on the lines provided. Each question is worth 10 points each and BONUS is worth 2 points.

__________________1) When dribbling a basketball, you should use your finger tips instead of the palm of your hand. __________________2) An athlete should have their head down, stand up straight, and be on their tip toes while in a defensive stance in basketball. __________________3) During a basketball game, any player on the court needs to see their man and the ball at all times. __________________4) Shooting with correct form is a very important part of basketball. __________________5) The BEEF technique in basketball stands for balance, eyes, elbow, and follow through. __________________6) When shooting a layup, one should use their left hand on the right side and the right hand on the left side. __________________7) Offense is more important than defense in a basketball game. __________________8) There are several different types of passes you can use in basketball such as chest, bounce, baseball, and overhead. __________________9) Its very important to pass the basketball softly to your teammate or partner. __________________10) Basketball is a very challenging sport and its important to learn the basic fundamentals before game play. BONUS: Describe your favorite basketball drill we have done the past couple of weeks.

Answer Key for Post Assessment 1) True 2) False 3) True 4) True 5) True 6) False 7) False 8) True 9) False 10) True

Post Assessment Quiz Results

Students Morgan Dalton Dean Dave Haley Chelsey Kaylee Damion Johnathan Victoria Sarah Lacey Daniel Lindsey Cheyenne Dylan Kelsey Leenette Alexis Alan Damian Brittany Dustin Hannah Lexxie Jacob Jake 102% 100% 102% 102% 82% 102% 30% 92% 100% 102% 102% 102% 92% 92% 82% 92% 102% 92% 92% 72% 90% 90% 100% 100% 102% 90% 90%

Hiliary James

92% 100%

Lesson Plans

Pre-Assessment
________________________________________________________________________ Name: Amy Turner Grade Level: 9th grade Subject: Physical Education ________________________________________________________________________ 1. WVCSOs: Standard 1: Movement Forms (PE.S.1) The intent of this standard is development of the movement/physical skills needed to enjoy participation in physical activities. Mastering movement fundamentals establishes a foundation to facilitate continued motor skill acquisition and gives students the capacity for successful and advanced levels of performance to further the likelihood of participation on a daily basis. Standard 2: Development of Motor Skills (PE.S.2) The intent of this standard is for students to establish patterns of regular participation in meaningful physical activity. This standard connects what is done in the physical education class with the lives of students outside of the classroom. While participation within the physical education class is important, what the student does outside the physical education class is critical to developing an active, healthy lifestyle that could help prevent a variety of health problems among future generations of adults. Students make use of the skills and knowledge learned in physical education class as they engage in regular physical activity outside of the physical education class. 2. Objectives: The students in Mr. Currences classroom will be able to perform basic fundamental skills of basketball with 75% accuracy in the gymnasium.

The students in Mr. Currences classroom will be able to perform the proper technique of Phase 1 and 2 basketball skills including dribbling, passing, shooting, defensive stance, and lay-ups with 85% accuracy. The Tygart Valley students in Mr. Currences classroom will be able to perform the correct skills and techniques of basketball in the gymnasium with 100% participation. The students in Mr. Currences classroom will be able to do Phase 2 basketball drills, which consist of individual play going a speed of 70% in the gymnasium. 3. 21st Century Themes: The students will be using health literacy to understand why its important to exercise and participate in a Physical Education setting in order to maintain good health and wellness. The students will get a feel for what it is like to work out full speed and feel good after exercising. 4. 21st Century Skills: The students will be using learning and innovation skills such as creativity, communication, and collaboration along with life and career skills. These skills will be used as they perform basic fundamental basketball skills such as dribbling, shooting, passing, and defensive stance. Today, we will also work on Phase II skills that include each student performing defensive, dribbling, passing, and shooting drills. _____________________________________________________________________________ 5. Materials:

The materials that will be needed include basketballs, pinnies, cones, and parent letters with signatures. 6. Technology components: I will use the Kinect Sports on Xbox live for the students with disabilities if necessary. http://wvde.state.wv.us/policies/csos.html 7. Teaching Methods and Critical Thinking Components: I will be handing out the parent letters with signatures at the beginning of class explaining what I will be doing the next three weeks in Mr. Currences classroom and making sure they get home by give bonus points for bring them back with a signature. I will go over the index cards the students completed last class. After, I will play the name game in a circle passing the ball around to each student while they say there name. This will help me learn there names. I will lead the students in dynamic and static stretching afterwards and follow up with a warm up fitness activity of tag. After the students are warmed up, I will then go over specifically why basketball basic skills are important and explain in detail each critical element for dribbling, passing, shooting, and defense. We will take time afterwards to practice so I can take the opportunity to provide feedback. After I feel like most students have mastered the basic skills of basketball, we will move into Phase II basketball drills. I will do defense first, then dribbling, and finally shooting and passing drills. I will spend a good amount of time with each drill and make sure they are using the correct form. I will use the whole court and split the students up as necessary. After the class is over, I will bring the students in the middle of the court and ask what they learned

today, what they liked or disliked about the lesson, and go over what we will do for the next class period. We will always end the class with discussion and feedback. 8. Learning Activities: Pre-Assessment Pass out Parent Letters and Index Card activity (5 minutes) Dynamic and Static Stretching (10 minutes) Torpedo Run Fitness Activity: I will choose 4 taggers and then the rest of the students will line up at one side of the gym. I will say things like if you have on blue run or if your birthday is in August, September, or October run. The goal is for the students who have to run to get to the other side without being tagged. If the students get tagged they have to sit down and become taggers with just there arms. The last person left will win the game. (5 minutes) Dribble Testing (10 minutes) 7) Dribble right handed 8) Dribble left handed 9) Dribble in between legs 10) Dribble behind the back 11) Figure eight 12) Dribble crossing over in front and then side to side Passing Testing (10 minutes) 5) Chest 6) Bounce 7) Overhead 8) Baseball Defense Testing (10 minutes) 4) Sliding 5) Stance 6) Quick feet Shooting (20 minutes) 3) Lay up (right handed and left handed) 4) Form shooting 9. Modifications: The students with disabilities will be given the option to attempt the preassessment skills or they can play kinect sports basketball on the stage. If they have trouble with a basketball, I will use a soccer or volleyball for them. ________________________________________________________________________ 10. Assessment: Lesson Objective(s) Assessment method Tier Individual assessment

The students in Mr. Currences classroom will be able to perform basic fundamental skills of basketball with 65% accuracy in the gymnasium. The students in Mr. Currences classroom will be able to perform the proper technique of Phase 1 basketball skills including dribbling, passing, shooting, defensive stance, and layups with 80% accuracy. The Tygart Valley students in Mr. Currences classroom will be able to perform the correct skills and techniques of

1 The students will be given a check plus for excellent, a check for average performance, and a check minus for below average performance on every skill assessed. I will keep all data collection in a chart.

needs Tiers 2, 3 The students will be given a check for participation.

The students will be given a check plus for excellent, a check for average performance, and a check minus for below average performance on every skill assessed. I will keep all data collection in a chart.

The students will be given a check for participation.

The students will be given a check plus for excellent, a check for average performance, and a check minus for below average performance on every skill assessed. I will keep all data collection in a chart.

The students will be given a check for participation.

basketball in the gymnasium with 100% participation. _______________________________________________________________________ 11. Appendices: http://wvde.state.wv.us/policies/csos.html _______________________________________________________________________ 12. Reflection: Answer the following questions as thoughtfully and completely as possible. a. If you could teach this lesson again, what would you keep the same and why? Yes, I would keep my pre-assessment the same because I thought it addressed all areas of the basic fundamentals of basketball. b. What would you change and why? I wouldnt change anything. c. Which group of students did well in this lesson? Most of the boys in the class did well on this pre-assessment. d. How do you know? I did a data collection on the pre-assessment to know what students performed the best. e. What do you plan to do differently for them in the next lesson? In the next lesson, I will explain how they perform Phase 1 skills correctly and start doing drills with the students. f. Which group of students did not do well in this lesson? The girls had trouble with doing the correct technique of lay ups. g. How do you know? I watched each student do a lay up and learned who knew the proper technique and who didnt. h. What do you plan to do differently for them in the next lesson? I will explain what they need to do to be able to do a right handed and left handed lay up correctly.

September 24, 2012 Parent Letter

Dear Tygart Valley Parents,

My name is Amy Turner and I am a senior at Davis and Elkins College studying Physical Education. I am currently taking an Education Methods course this fall, which consists of 40 hours of observing and teaching in your childs physical education class. I am also required to do a teacher work sample, diversity analysis, and an 8-10 unit lesson plan of my choice. I am planning on doing a basketball unit for three weeks every Monday, Wednesday, and Friday morning starting on September 24th. I wanted to send a letter home to let you know that I will be working with your child in Mr. Currences classroom. Please write me a note back with any questions or concerns you might have or anything you would like me to know about your child to make this the best experience possible. I am looking forward to working with your child and I will be in touch with you the next three weeks by sending notes home. Thanks! Sincerely, Amy Turner

Education Department Lesson Plan 3

________________________________________________________________________ Name: Amy Turner Grade Level: 9th grade Subject: Physical Education ________________________________________________________________________ 13. WVCSOs: Standard 1: Movement Forms (PE.S.1) The intent of this standard is development of the movement/physical skills needed to enjoy participation in physical activities. Mastering movement fundamentals establishes a foundation to facilitate continued motor skill acquisition and gives students the capacity for successful and advanced levels of performance to further the likelihood of participation on a daily basis. Standard 2: Development of Motor Skills (PE.S.2) The intent of this standard is for students to establish patterns of regular participation in meaningful physical activity. This standard connects what is done in the physical education class with the lives of students outside of the classroom. While participation within the physical education class is important, what the student does outside the physical education class is critical to developing an active, healthy lifestyle that could help prevent a variety of health problems among future generations of adults. Students make use of the skills and knowledge learned in physical education class as they engage in regular physical activity outside of the physical education class. Standard 3: Physical Activity (PE S.3) Students will exhibit a physically active lifestyle that provides the opportunity for enjoyment, challenge, self-expression, and social interaction. Standard 4: Physical Fitness (PE S.4) Students will apply

physical fitness concepts to achieve and maintain a health-enhancing level of physical fitness

14. Objectives: The students in Mr. Currences classroom will be able to perform basic fundamental skills of basketball with 90% accuracy in the gymnasium. The students in Mr. Currences classroom will be able to perform the proper technique of shooting a layup with 70% accuracy in the gymnasium. The Tygart Valley students in Mr. Currences classroom will be able to perform the correct skills and techniques of basketball in the gymnasium with 100% participation. The students in Mr. Currences classroom will be able to do Phase 2 basketball drills, which consist of individual play and group play going a speed of 85% in the gymnasium. 15. 21st Century Themes: The students will be using health literacy to understand why its important to exercise and participate in a Physical Education setting in order to maintain good health and wellness. The students will get a feel for what it is like to work out full speed and feel good after exercising. Also, the students will learn the importance of stretching and warming their muscles up before participating in activities. 16. 21st Century Skills: The students will be using learning and innovation skills such as creativity, communication, and collaboration along with life and career skills. These skills will

be used as the students participate in Phase II basketball shooting drills. The students will learn how to play together and work as a team to reach a group goal. Today, the students will be challenged by being timed during their competition shooting drills. _____________________________________________________________________________ 17. Materials: The materials that will be needed include basketballs, pinnies, cones, and diversity analysis surveys. 18. Technology components: I will use the Kinect Sports on Xbox live for the students with disabilities if necessary. http://wvde.state.wv.us/policies/csos.html

19. Teaching Methods and Critical Thinking Components: The teaching methods I will use during my lesson will include guided practice, whole group instruction, direct instruction, and active learning time. I will go over each drill before the students have to practice them. They will get multiple opportunities to respond as they will do each drill for 15 minutes. Critical Thinking Questions: What foot do I go off of when shooting a right handed lay up? What foot do I go off of when shooting a left handed lay up? What hand do I use when shooting a right handed lay up? What hand do I use when shooting a left handed lay up? What is the BEEF technique and how does it help ones shooting form? 20. Learning Activities: Diversity Analysis Survey (5 minutes) Dynamic and Static Stretching (10 minutes)

Fitness Activity: Elbow tag laying down (5 minutes): Students will get in a group of 4 and lay side by side with their partners. The whole class will lay in a circle formation in their individual teams. I will choose one tagger and one runner. The tagger is trying to chase the runner before he or she lays by another student. If the runner is safe and lays beside another student then the student on the opposite end has to get up and run to another group before getting tagged. Then the game repeats itself. The tagger is it until he or she can tag someone and then lay down by a group. Shooting Drills: 1) Lay up lines working with jump shots and lay ups. I will have 12 students working on one half of the court and the other 13 students on the other half of the court. Each group of students will break into even lines on the right and left side by half court. The right hand side will be the shooting side and the left hand side will be the rebounding line. Then we will switch the basketballs over to the other side. The students will first work on their lay ups and then will work on their jump shots on each side. I will explain how to do a jump shot and layup again before they start the drill. (15 minutes) 2) Baseball Pass: I will split the students evenly by telling the students to get back to back with a partner and then splitting the students into group 1 and 2. I will have a line at half court and the other foul line extended. I will blow my whistle when I start timing. The students at half court will be throwing a baseball bounce pass to the student at the foul line who is running in for a layup. After the student makes the lay up. They will take the ball out of bounds and throw the ball down the court

to the passer who will then make a lay up. The student who does a baseball pass down the court will sprint and get the rebound. After they rebound the ball, they will take it out of bounds again and pass to the next person in line. This drill will be continuous and as a class they will try to make 15 layups in 4 minutes. (15 minutes) 3) Competition Shooting: I will ask the students to get into five groups of 4 or 5 students. I will then have each group go to a different elbow on the court. Each team will come up with their team name. Each team will compete against each other. The goal is to make 5 shots before the other team. I will have the winner stay and then the losing team rotate. (15 minutes) 21. Modifications: The students in need for adaptations will be offered extra time on drills and activities. I will have a smaller size ball if needed. The students with disabilities will be allowed to play kinect sports xbox live if they feel overwhelmed by drills. ________________________________________________________________________ 22. Assessment: Lesson objective(s) The students in Mr. Currences classroom will be able to perform basic fundamental skills of basketball with 90% Assessment method Tier 1 Individual assessment needs Tiers 2, 3 The students will be getting a The students will be given a check for percentage of 25% for below participation and an adjusted average, 50% for average, percentage grade. (_/50% for good 75% for above average, and performance) 100% for excellent/superior performance on the shooting drills. I will keep all data collection in a chart.

accuracy in the gymnasium.

The students in Mr. Currences classroom will be able to perform the proper technique of shooting a layup with 70% accuracy in the gymnasium. _ Lesson objective(s) The Tygart Valley students in Mr. Currences classroom will be able to perform the correct skills and techniques of basketball in the gymnasium with 100% participation.

The students will be getting a percentage of 25% for below average, 50% for average, 75% for above average, and 100% for excellent/superior performance on the shooting drills. I will keep all data collection in a chart.

The students will be given a check for participation and an adjusted percentage grade. (_/50% for good performance)

Assessment method Tier 1

Individual assessment needs Tiers 2, 3 The students will be getting a The students will be given a check for percentage of 25% for below participation and an adjusted average, 50% for average, percentage grade. (_/50% for good 75% for above average, and performance) 100% for excellent/superior performance on the shooting drills. I will keep all data collection in a chart.

The students in Mr. Currences classroom will be able to do Phase 2 basketball drills, which consist of individual play and group play going a speed of 85% in the gymnasium.

The students will be getting a percentage of 25% for below average, 50% for average, 75% for above average, and 100% for excellent/superior performance on the shooting drills. I will keep all data collection in a chart.

The students will be given a check for participation and an adjusted percentage grade. (_/50% for good performance)

______________________________________________________________________ 23. Appendices: http://wvde.state.wv.us/policies/csos.html _______________________________________________________________________ 24. Reflection: Answer the following questions as thoughtfully and completely as possible. a. If you could teach this lesson again, what would you keep the same and why? I would keep it the same way because the students enjoyed every drill we did. I used drills that I have done for years throughout my experience of Basketball. The students loved the competitive drills today and each had a great time practicing their shooting form. b. What would you change and why? I wouldnt change anything because the students had fun and had a good workout. They learned all of the basic skills for shooting a lay up and jump shot and were able to apply those skills in Phase II drills. c. Which group of students did well in this lesson? The boys did better than the girls with the drills because they were more interested and stayed active. The boys seemed to have more knowledge on how to shoot a correct lay up and jump shot. d. How do you know? I observed the students during each drill. I watched each child do a layup and jump shot. e. What do you plan to do differently for them in the next lesson? I would have the more skilled students in a group and bring the other students in another group to give them more guided help. f. Which group of students did not do well in this lesson? The girls struggled with most of the drills because most of them were not comfortable shooting a lay up and jump shot.

g. How do you know? The girls were telling me that lay ups and jump shots were hard to do during the drills. h. What do you plan to do differently for them in the next lesson? I would have more shooting drills for the stations in the next lessons in order to let the students practice more with their layup and jump shot skills.

Education Department Lesson Plan 4

________________________________________________________________________ Name: Amy Turner Grade Level: 9th grade Subject: Physical Education Description: The Students will be able to perform basic fundamental basketball skills such as shooting, passing, dribbling, and defense while doing six stations in a 90 minute period. _______________________________________________________________________ 25. WVCSOs: Standard 1: Movement Forms (PE.S.1) The intent of this standard is development of the movement/physical skills needed to enjoy participation in physical activities. Mastering movement fundamentals establishes a foundation to facilitate continued motor skill acquisition and gives students the capacity for successful and advanced levels of performance to further the likelihood of participation on a daily basis. Standard 2: Development of Motor Skills (PE.S.2) The intent of this standard is for students to establish patterns of regular participation in meaningful physical activity. This standard connects what is done in the physical education class with the lives of students outside of the classroom. While participation within the physical education class is important, what the student does outside the physical education class is critical to developing an active, healthy lifestyle that could help prevent a variety of health problems among future generations of adults. Students make use of the skills and

knowledge learned in physical education class as they engage in regular physical activity outside of the physical education class. Standard 3: Physical Activity (PE S.3) Students will exhibit a physically active lifestyle that provides the opportunity for enjoyment, challenge, selfexpression, and social interaction. Standard 4: Physical Fitness (PE S.4) Students will apply physical fitness concepts to achieve and maintain a health-enhancing level of physical fitness 26. Objectives: The students in Mr. Currences classroom will be able to perform basic fundamental skills of basketball with 90% accuracy in the gymnasium. The students in Mr. Currences classroom will be able to perform the proper technique of Phase 1 and 2 basketball skills including dribbling, passing, shooting, defensive stance, and lay-ups with 85% accuracy. The Tygart Valley students in Mr. Currences classroom will be able to perform the correct skills and techniques of basketball in the gymnasium with 100% participation. The students in Mr. Currences classroom will be able to work in stations for a 90 minute class period with 100% participation. 27. 21st Century Themes: The students will be using health literacy to understand why its important to exercise and participate in a Physical Education setting in order to maintain good health and wellness. The students will get a feel for what it is like to work out full speed and feel good after exercising. The students will get to do several different

stations and work on the basic fundamental basketball skills such as dribbling, passing, shooting, and defense. I will also have the students do a fitness station with push ups and sit ups. 28. 21st Century Skills: The students will be using learning and innovation skills such as creativity, communication, and collaboration along with life and career skills. These skills will be used as they perform basic fundamental basketball skills such as dribbling, shooting, passing, and defensive stance in their stations. Each group will rotate to all of the stations and they will be expected to communicate with there partners at each station. _____________________________________________________________________________ 29. Materials: The materials that will be needed include basketballs, pinnies, cones, and parent notes home. 30. Technology components: I will use the Kinect Sports on Xbox live for the students with disabilities if necessary. http://wvde.state.wv.us/policies/csos.html 31. Teaching Methods and Critical Thinking Components: I will be using direct instruction to discuss all of the different stations. I will also use guided practice and feedback as I walk around the gym correcting improper form or footwork. I will go over critical elements of passing, shooting, dribbling, and defense as I demonstrate each station. I will use my whistle to transition the students from one station to the next and keep a stop watch with me

to keep track of time. What are the critical elements of passing, shooting, dribbling, and defense? How does communication effect performance? Learning Activities: Pass out Parent Letters (2 minutes) Dynamic and Static Stretching (10 minutes) Fitness Activity: 20 Jumping Jacks, 10 mountain climbers, Rock, Paper, Scissor, Shoot game with partner (Students start jumping up and down and then use the rock, paper, or scissor position. Rock is standing feet together, Paper is standing with feet apart, and scissor is in a lunge position. (5 minutes) Stations (5-10 minutes each) 1) Shooting Station: Students will work on form shooting and free throws 2) Defense: Students will practice sliding their feet in a defensive stance and work on back pedaling. I will set up cones for the students to follow a pattern. 3) Push ups and Sit ups 4) Shooting Station: 5 man 3 ball (Students will have 3 basketballs and the 3 students who start with the basketballs will shoot and get there own rebound and pass to a student who doesnt have a basketball. Then, the drill continues until station is over.) 5) Passing: Students will get into partners and work on a chest, bounce, overhead, and baseball pass. 6) Dribbling/Ball Handling: Students will work on dribbling with both hands, crossing over, finger tips, figure eight dribbling, and do wrap the mummy drill. 32. Modifications: The students with disabilities will be given the option to attempt the stations, have extra time if needed at each station, and they can play kinect sports basketball on the stage. If they have trouble with a basketball, I will use a soccer or volleyball for them. ________________________________________________________________________ 33. Assessment: Lesson Objective(s) The students in Mr. Currences classroom will be able to perform basic fundamental skills of basketball with 90% accuracy in the gymnasium. Assessment method Tier 1 The students will be given a percentage grade based on their stations. I will keep all data collection in a chart. 25%= below average performance 50%=average performance Individual assessment needs Tiers 2, 3 The students will be given a check for participation.

75%= above average performance 100%=excellent/superior performance The students in Mr. The students will be given a Currences classroom will percentage grade based on be able to perform the their stations. I will keep all proper technique of data collection in a chart. Phase 1 and 2 basketball 25%= below average skills including dribbling, performance passing, shooting, 50%=average performance defensive stance, and lay- 75%= above average ups with 85% accuracy. performance 100%=excellent/superior performance The Tygart Valley The students will be given a students in Mr. percentage grade based on Currences classroom will their stations. I will keep all be able to perform the data collection in a chart. correct skills and 25%= below average techniques of basketball performance in the gymnasium with 50%=average performance 100% participation.. 75%= above average performance 100%=excellent/superior performance The students in Mr. The students will be given a Currences classroom will percentage grade based on be able to work in their stations. I will keep all stations for a 90 minute data collection in a chart. class period with 100% 25%= below average participation. performance 50%=average performance 75%= above average performance 100%=excellent/superior performance

The students will be given a check for participation.

The students will be given a check for participation.

The students will be given a check for participation.

_______________________________________________________________________ 34. Appendices: http://wvde.state.wv.us/policies/csos.html _______________________________________________________________________

35. Reflection: Answer the following questions as thoughtfully and completely as possible. a. If you could teach this lesson again, what would you keep the same and why? I would keep it the same way because the students enjoyed every station we did. I used stations that I felt would help the students work on their basic fundamental basketball skills more. I thought the stations helped as each student had a lot of time to practice dribbling, passing, shooting, and defensive sliding. b. What would you change and why? I wouldnt change anything because the students had fun and had a good workout. They had several opportunities to respond during the stations and stayed active. They enjoyed working in groups also. c. Which group of students did well in this lesson? The girls did better than the boys with the stations because they were more interested and stayed active. The boys easily got distracted and off task. d. How do you know? I observed the students during each station. e. What do you plan to do differently for them in the next lesson? I would take more time on the stations. f. Which group of students did not do well in this lesson? All students did really well in the stations and no group in particular struggled. g. How do you know? I walked around watching each group at every station and they all knew what to do and worked hard. h. What do you plan to do differently for them in the next lesson? I would maybe have more time on the stations, but have fewer stations to focus on.

Education Department Lesson Plan 5

________________________________________________________________________ Name: Amy Turner Grade Level: 9th grade Subject: Physical Education Description: The students in Mr. Currences classroom will be able to perform the correct form of basic fundamental skills such as dribbling, passing, shooting, and defense as they work in stations for a 90 minute class period. ________________________________________________________________________ 36. WVCSOs: Standard 1: Movement Forms (PE.S.1) The intent of this standard is development of the movement/physical skills needed to enjoy participation in physical activities. Mastering movement fundamentals establishes a foundation to facilitate continued motor skill acquisition and

gives students the capacity for successful and advanced levels of performance to further the likelihood of participation on a daily basis. Standard 2: Development of Motor Skills (PE.S.2) The intent of this standard is for students to establish patterns of regular participation in meaningful physical activity. This standard connects what is done in the physical education class with the lives of students outside of the classroom. While participation within the physical education class is important, what the student does outside the physical education class is critical to developing an active, healthy lifestyle that could help prevent a variety of health problems among future generations of adults. Students make use of the skills and knowledge learned in physical education class as they engage in regular physical activity outside of the physical education class. Standard 3: Physical Activity (PE S.3) Students will exhibit a physically active lifestyle that provides the opportunity for enjoyment, challenge, selfexpression, and social interaction. Standard 4: Physical Fitness (PE S.4) Students will apply physical fitness concepts to achieve and maintain a health-enhancing level of physical fitness 37. Objectives: The students in Mr. Currences classroom will be able to perform basic fundamental skills of basketball with 90% accuracy in the gymnasium. The students in Mr. Currences classroom will be able to perform the proper technique of Phase 1 and 2 basketball skills including dribbling, passing, shooting, defensive stance, and lay-ups with 85% accuracy.

The Tygart Valley students in Mr. Currences classroom will be able to perform the correct skills and techniques of basketball in the gymnasium with 100% participation. The students in Mr. Currences classroom will be able to work in stations for a 90 minute class period with 100% participation. 38. 21st Century Themes: The students will be using health literacy to understand why its important to exercise and participate in a Physical Education setting in order to maintain good health and wellness. The students will get a feel for what it is like to work out full speed and feel good after exercising. The students will get to do several different stations and work on the basic fundamental basketball skills such as dribbling, passing, shooting, and defense. I will also have the students do a fitness station with mountain climbers and jumping jacks. 39. 21st Century Skills: The students will be using learning and innovation skills such as creativity, communication, and collaboration along with life and career skills. These skills will be used as they perform basic fundamental basketball skills such as dribbling, shooting, passing, and defensive stance in their stations. Also, I included a fitness station for the student to work on their strength and quickness. Each group will rotate to all of the stations and they will be expected to communicate with there partners at each station. _____________________________________________________________________________ 40. Materials: The materials that will be needed include basketballs, pinnies, and cones.

41. Technology components: I will use the Kinect Sports on Xbox live for the students with disabilities if necessary. http://wvde.state.wv.us/policies/csos.html 42. Teaching Methods and Critical Thinking Components: I will be using direct instruction to discuss all of the different stations. I will also use guided practice and feedback as I walk around the gym correcting improper form or footwork. I will go over critical elements of passing, shooting, dribbling, and defense as I demonstrate each station. I will use my whistle to transition the students from one station to the next and keep a stop watch with me to keep track of time. What are the critical elements of passing, shooting, dribbling, and defense? How does communication effect performance? Learning Activities: Dynamic and Static Stretching (10 minutes) - Knee hugs - Karoke - Sliding - High knees - Marching Kicks - Lunges - Bicep stretch, tricep stretch, quadriceps stretch, hamstring stretch Fitness Activity: Elbow Tag Lying Down: Students will get into pairs of three and lay next to each other on the basketball court. I will have a runner and a tagger. The tagger will try to run and chase the runner before he or she lays down beside another group. The person opposite of where the runner lays down will then become the runner. If the tagger tags a runner they will immediately have to find a group before getting tagged back. (5 minutes) Stations (5-10 minutes each) 7) Shooting Station: Students will do partner shooting at each block, elbow, and free throw line. I want each partner to make 5 shots at each spot. One partner will shoot while the other one will be rebounding for him or her. Then they will switch. 8) Defense: Students will start in defensive stance position, then do quick feet, and finish with 5 slides back and forth between the cones. 9) Mountain climbers and jumping jacks

10) Shooting Station: Students will be expected to make 10 right handed layups and 10 left handed lays each with their partners. 11) Passing: Students will get into partners and play monkey in the middle to work on chest, bounce, overhead, and baseball passes along with defense. 12) Dribbling/Ball Handling: Students will dribble pounding the basketball with their right hand and their left low, medium, and high. Also, the students will use two basketballs and try to dribble alternating basketballs 43. Modifications: The students with disabilities will be given the option to attempt the stations, have extra time if needed at each station, and they can play kinect sports basketball on the stage. If they have trouble with a basketball, I will use a soccer or volleyball for them. ________________________________________________________________________ 44. Assessment: Lesson Objective(s) The students in Mr. Currences classroom will be able to perform basic fundamental skills of basketball with 90% accuracy in the gymnasium. Assessment method Tier 1 Individual assessment needs Tiers 2, 3 The students will be given a check for participation.

The students will be given a percentage grade based on their stations. I will keep all data collection in a chart. 25%= below average performance 50%=average performance 75%= above average performance 100%=excellent/superior performance The students in Mr. The students will be given a Currences classroom will percentage grade based on be able to perform the their stations. I will keep all proper technique of data collection in a chart. Phase 1 and 2 basketball 25%= below average skills including dribbling, performance passing, shooting, 50%=average performance defensive stance, and lay- 75%= above average ups with 85% accuracy. performance 100%=excellent/superior performance The Tygart Valley The students will be given a students in Mr. percentage grade based on Currences classroom will their stations. I will keep all be able to perform the data collection in a chart.

The students will be given a check for participation.

The students will be given a check for participation.

correct skills and techniques of basketball in the gymnasium with 100% participation..

25%= below average performance 50%=average performance 75%= above average performance 100%=excellent/superior performance The students in Mr. The students will be given a Currences classroom will percentage grade based on be able to work in their stations. I will keep all stations for a 90 minute data collection in a chart. class period with 100% 25%= below average participation. performance 50%=average performance 75%= above average performance 100%=excellent/superior performance

The students will be given a check for participation.

_______________________________________________________________________ 45. Appendices: http://wvde.state.wv.us/policies/csos.html _______________________________________________________________________ 46. Reflection: Answer the following questions as thoughtfully and completely as possible. a. If you could teach this lesson again, what would you keep the same and why? I would keep it the same way because the students enjoyed every station we did. They had more freedom during each station and more opportunities to respond. I used stations that I felt would help the students work on their basic fundamental basketball skills more. I thought the stations helped as each student had a lot of time to practice dribbling, passing, shooting, and defensive sliding. b. What would you change and why? I wouldnt change anything because the students had fun and had a good workout. They had several opportunities to respond during the stations and stayed active. They enjoyed working in groups also. c. Which group of students did well in this lesson? The girls did better than the boys with the stations because they were more interested and stayed active. The boys easily got distracted and off task. d. How do you know? I observed the students during each station. e. What do you plan to do differently for them in the next lesson? I would take more time on the stations. f. Which group of students did not do well in this lesson? All students did really well in the stations and no group in particular struggled.

g. How do you know? I walked around watching each group at every station and they all knew what to do and worked hard. h. What do you plan to do differently for them in the next lesson? I would maybe have more time on the stations, but have fewer stations to focus on.

Education Department Lesson Plan 6

________________________________________________________________________ Name: Amy Turner Grade Level: 9th grade Subject: Physical Education Description: The students will be able to participate in multiple relay races in order to develop teamwork and good sportsmanship. The winning team will be reinforced by getting to choose a punishment for the other groups including five jumping jacks, mountain climbers, push ups, sit ups, or quick feet. ________________________________________________________________________ 47. WVCSOs: Standard 1: Movement Forms (PE.S.1) The intent of this standard is development of the movement/physical skills needed to enjoy participation in physical activities. Mastering movement fundamentals establishes a foundation to facilitate continued motor skill acquisition and gives students the capacity for successful and advanced levels of performance to further the likelihood of participation on a daily basis. Standard 2: Development of Motor Skills (PE.S.2) The intent of this standard is for students to establish patterns of regular participation in meaningful physical activity. This standard connects what is done in the physical education class with the lives of students outside of the classroom. While participation within the physical education class is important, what the student does outside the physical education class is critical to developing an active, healthy lifestyle that could help prevent a variety of health problems among future generations of adults. Students make use of the skills and

knowledge learned in physical education class as they engage in regular physical activity outside of the physical education class. Standard 3: Physical Activity (PE S.3) Students will exhibit a physically active lifestyle that provides the opportunity for enjoyment, challenge, selfexpression, and social interaction. Standard 4: Physical Fitness (PE S.4) Students will apply physical fitness concepts to achieve and maintain a health-enhancing level of physical fitness 48. Objectives: The students in Mr. Currences classroom will be able to perform basic fundamental skills of basketball with 90% accuracy in the gymnasium. The students in Mr. Currences classroom will be able to perform the proper technique of Phase 1 and 2 basketball skills including dribbling, passing, shooting, defensive stance, and lay-ups with 90% accuracy. The Tygart Valley students in Mr. Currences classroom will be able to perform the correct skills and techniques of basketball in the gymnasium with 100% participation. The students in Mr. Currences classroom will be able to participate in relay race competitions during a 90 minute class period with 100% participation. 49. 21st Century Themes: The students will be using health literacy to understand why its important to exercise and participate in a Physical Education setting in order to maintain good health and wellness. The students will get a feel for what it is like to work out full speed and feel good after exercising. The students will get to do several relay races

and work on the basic fundamental basketball skills such as dribbling, passing, shooting, and defense. I will have the students learn what teamwork is all about and demonstrate good sportsmanship during competitive play. 50. 21st Century Skills: The students will be using learning and innovation skills such as creativity, communication, and collaboration along with life and career skills. These skills will be used as they perform basic fundamental basketball skills such as dribbling, shooting, passing, and defensive stance during their relay races. Each group will participate in the relay races and they will be expected to communicate with there partners. _____________________________________________________________________________ 51. Materials: The materials that will be needed include basketballs, pinnies, and cones. Technology components: I will use the Kinect Sports on Xbox live for the students with disabilities if necessary. http://wvde.state.wv.us/policies/csos.html 52. Teaching Methods and Critical Thinking Components: I will be using direct instruction to discuss all of the different relay race competitions. I will also use guided practice and feedback after each relay race correcting improper form or footwork. I will go over critical elements of passing, shooting, dribbling, and defense as I discuss each relay race. I will use my whistle to signal the students to begin the relay race. What are the critical elements of passing, shooting, dribbling, and defense? How does communication effect performance? Why is teamwork important? What is good sportsmanship?

Learning Activities: Dynamic and Static Stretching (10 minutes) - Marching Kicks - Knee Hugs - Lunges - Karoke - Sliding - High Knees - Biceps , triceps, calf, quadriceps, and hamstrings stretch Relay Races (5-10 minutes each) 1) Dribble down and back the length of the basketball court using their right hand. 2) Dribble down and back the length of the basketball court using their left hand. 3) Defensive sliding down and back the length of the basketball court. 4) Lay up competition: first group to make 10 layups first on the right side. 5) Lay up competition: first group to make 10 layups first on the left side. 6) Free throw competition: first group to make 10 free throws first wins. * Winners will get to choose a punishment for the other groups such as 5 jumping jacks, mountain climbers, sit ups, push ups, or quick feet. 53. Modifications: The students with disabilities will be given the option to attempt the relay races, have extra time if needed at each station, and they can play kinect sports basketball on the stage. If they have trouble with a basketball, I will use a soccer or volleyball for them. If the same team wins during relay races, I will switch a couple students around to separate groups. ________________________________________________________________________ 54. Assessment: Lesson Objective(s) The students in Mr. Currences classroom will be able to perform basic fundamental skills of basketball with 90% accuracy in the gymnasium. Assessment method Tier 1 The students will be given a percentage grade based on their stations. I will keep all data collection in a chart. 25%= below average performance 50%=average performance 75%= above average performance 100%=excellent/superior performance Individual assessment needs Tiers 2, 3 The students will be given a check for participation.

The students in Mr. Currences classroom will be able to perform the proper technique of Phase 1 and 2 basketball skills including dribbling, passing, shooting, defensive stance, and layups with 90% accuracy.

The students will be given a percentage grade based on their stations. I will keep all data collection in a chart. 25%= below average performance 50%=average performance 75%= above average performance 100%=excellent/superior performance The Tygart Valley The students will be given a students in Mr. percentage grade based on Currences classroom will their stations. I will keep all be able to perform the data collection in a chart. correct skills and 25%= below average techniques of basketball performance in the gymnasium with 50%=average performance 100% participation.. 75%= above average performance 100%=excellent/superior performance The students in Mr. The students will be given a Currences classroom will percentage grade based on be able to work their stations. I will keep all participate in relay race data collection in a chart. competitions during a 90 25%= below average minute class period with performance 100% participation. 50%=average performance 75%= above average performance 100%=excellent/superior performance

The students will be given a check for participation.

The students will be given a check for participation.

The students will be given a check for participation.

_______________________________________________________________________ 55. Appendices: http://wvde.state.wv.us/policies/csos.html _______________________________________________________________________ 56. Reflection: Answer the following questions as thoughtfully and completely as possible. a. If you could teach this lesson again, what would you keep the same and why? I would keep it the same way because the students enjoyed every relay race we did. I used relay races that I felt would help the students work on their basic fundamental basketball skills more. I thought the relay

races helped as each student had a lot of time to practice teamwork skills and good sportsmanship. I also thought the students liked the reinforcement of getting to pick a punishment for the other groups to do. The students enjoyed doing competitive relay races. b. What would you change and why? I wouldnt change anything because the students had fun and had a good workout. They had several opportunities to respond during the relay races and stayed active. They enjoyed working in groups also. c. Which group of students did well in this lesson? The boys did better than the girls with the relay races because they were more interested and had more energy. The girls easily got distracted and off task. d. How do you know? I observed the students during each relay race. e. What do you plan to do differently for them in the next lesson? I would do more relay race competitions and do less time on each. f. Which group of students did not do well in this lesson? All students did really well in the relay races, but the boys seemed to enjoy it more. g. How do you know? I watched the energy between each group during the relay races and noticed that the boys were more competitive than the girls. What do you plan to do differently for them in the next lesson? I would maybe have less time on the relay races, but have relay races.

Education Department Lesson Plan 7

________________________________________________________________________ Name: Amy Turner Grade Level: 9th grade Subject: Physical Education Description: The students will be able to participate in a technology lesson learning how to use rhythms with equipment in a 90 minute class period. ________________________________________________________________________ 57. WVCSOs: Standard 1: Movement Forms (PE.S.1) The intent of this standard is development of the movement/physical skills needed to enjoy participation in physical activities. Mastering movement fundamentals establishes a foundation to facilitate continued motor skill acquisition and gives students the capacity for successful and advanced levels of performance to further the likelihood of participation on a daily basis. Standard 2: Development of Motor Skills (PE.S.2) The intent of this

standard is for students to establish patterns of regular participation in meaningful physical activity. This standard connects what is done in the physical education class with the lives of students outside of the classroom. While participation within the physical education class is important, what the student does outside the physical education class is critical to developing an active, healthy lifestyle that could help prevent a variety of health problems among future generations of adults. Students make use of the skills and knowledge learned in physical education class as they engage in regular physical activity outside of the physical education class. Standard 3: Physical Activity (PE S.3) Students will exhibit a physically active lifestyle that provides the opportunity for enjoyment, challenge, selfexpression, and social interaction. Standard 4: Physical Fitness (PE S.4) Students will apply physical fitness concepts to achieve and maintain a health-enhancing level of physical fitness 58. Objectives: The students will be able to use the proper skills and techniques for Phase 1 basketball skills 90% of the time while dancing to the Cupid Shuffle in the gymnasium during Physical Education class.

During Physical Education class, the students will be able to follow the beat of the Cupid Shuffle 85% of the time while moving in space with a Basketball in the gymnasium.

During Physical Education class, the students will be able to follow the basketball skills and perform the correct rhythm to the Cupid Shuffle 3 out of 5 times during the song.

The students in Physical Education class will be able to dribble the basketball with both hands using a crossover, air passing, and figure eight pattern with locomotor skills in order to master the movements and beat of the Cupid Shuffle with 90% accuracy.

The students will be able to plan, create, and perform a routine in a group to follow the rhythm and beat of the cupid shuffle dance with basketballs with 100% participation.

59. 21st Century Themes: The students will be using health literacy to understand why its important to exercise and participate in a Physical Education setting in order to maintain good health and wellness. The students will get a feel for what it is like to work in a group to create, plan, and perform a rhythms with equipment routine. The students will get to build on my dance to the cupid shuffle and come up with their own basic fundamental skills to use in their routines. The students will learn how to work together. 60. 21st Century Skills:

The students will be using learning and innovation skills such as creativity, communication, and collaboration along with life and career skills. These skills will be used as they perform basic fundamental basketball skills in their routines to the Cupid Shuffle Dance. Each group will participate in group activity and they will be expected to communicate with there partners to develop their routines. _____________________________________________________________________________ 61. Materials: The materials that will be needed include basketballs, pinnies, and cones. Technology components: I will use the Kinect Sports on Xbox live for the students with disabilities if necessary. http://wvde.state.wv.us/policies/csos.html 62. Teaching Methods and Critical Thinking Components: I will be using direct instruction to teach the Cupid Shuffle dance and count the beat of the song while using basic fundamental basketball skills to demonstrate the dance movements. I will also use guided practice and feedback as I will walk around to each group and help them come up with their routines. I will use my whistle to signal the students to begin the group dance. Why is Rhythms with equipment important? How does communication effect performance? Why is teamwork important? Learning Activities: Pass out Homework Assignment (2-3 minutes) Dynamic and Static Stretching (10 minutes) - Marching Kicks - Knee Hugs - Lunges - Karoke - Sliding

- High Knees - Biceps , triceps, calf, quadriceps, and hamstrings stretch Fitness Activity: Torpedo Run (10-15 minutes) I will call out several statements such as If you like the color blue run or If you have red on run. Their will be 2 taggers on the basketball court and the rest of the students will be on the baseline. If any statement applies to the students they will try to run to the other side without getting tagged. If they get tagged, they will have to sit down and become an octopus tagger. The last runner standing is the winner. -Rhythms with Equipment: I will demonstrate the Cupid Shuffle dance and the students will have to learn it. Then, I will break down each movement using basketball skills and have the students practice. After the students are comfortable, I will let them perform the dance. Then, the students will be expected to get into groups of 5 to create, plan, and perform their own rhythms with equipment routine to the Cupid Shuffle Dance. I will help the students count to the beat of the song during performance. (50 minutes) 63. Modifications: The students with disabilities will be given the option to attempt the routine, have extra time if needed, and they can play kinect sports basketball on the stage. If they have trouble with a basketball, I will use a soccer or volleyball for them.

64. Assessment: Lesson Objective(s) The students will be able to use the proper skills and techniques for Phase 1 basketball skills 90% of the time while dancing to the Cupid Shuffle in the gymnasium during Physical Education class. Assessment method Tier 1 The students will be given a percentage grade based on their stations. I will keep all data collection in a chart. 25%= below average performance 50%=average performance 75%= above average performance 100%=excellent/superior performance Individual assessment needs Tiers 2, 3 The students will be given a check for participation.

During Physical Education class, the students will be able to follow the beat of the Cupid Shuffle 85% of the time while moving in space with a Basketball in the gymnasium.

During Physical Education class, the students will be able to follow the basketball skills and perform the correct rhythm to the Cupid Shuffle 3 out of 5 times during the song.

The students in Physical Education class will be able to dribble the basketball with both hands using a crossover, air passing, and figure eight pattern with locomotor skills in order to master the movements and beat of the Cupid Shuffle with 90% accuracy.

The students will be given a percentage grade based on their stations. I will keep all data collection in a chart. 25%= below average performance 50%=average performance 75%= above average performance 100%=excellent/superior performance The students will be given a percentage grade based on their stations. I will keep all data collection in a chart. 25%= below average performance 50%=average performance 75%= above average performance 100%=excellent/superior performance The students will be given a percentage grade based on their stations. I will keep all data collection in a chart. 25%= below average performance 50%=average performance 75%= above average performance 100%=excellent/superior performance

The students will be given a check for participation.

The students will be given a check for participation.

The students will be given a check for participation.

The students will be able to plan, create, and perform a routine in a group to follow the rhythm and beat of the cupid shuffle dance with

The students will be given a percentage grade based on their stations. I will keep all data collection in a chart. 25%= below average performance

The students will be given a check for participation.

basketballs with 100% participation.

50%=average performance 75%= above average performance 100%=excellent/superior performance

_______________________________________________________________________ 65. Appendices: http://wvde.state.wv.us/policies/csos.html _______________________________________________________________________ 66. Reflection: Answer the following questions as thoughtfully and completely as possible. a. If you could teach this lesson again, what would you keep the same and why? I would keep it the same way because the students enjoyed coming up their own routines and enjoyed dancing to the cupid shuffle. b. What would you change and why? I wouldnt change anything because the students had fun and had a good workout. c. Which group of students did well in this lesson? All students did well in this technology lesson plan and were very creative with their routines. d. How do you know? I observed the students during each routine. e. What do you plan to do differently for them in the next lesson? I would give each group more time to develop their routines. Some forgot their basketball skill movements during the dance. f. Which group of students did not do well in this lesson? All students did really well. g. How do you know? All students were interested and participated with lots of energy and excitement. h. What do you plan to do differently for them in the next lesson? I would give each group more time to develop their routines.

Education Department Lesson Plan 8

________________________________________________________________________ Name: Amy Turner Grade Level: 9th grade Subject: Physical Education Description: The Tygart Valley students will be able to participate in multiple half court basketball games and be able to coach, referee, and keep statistics during a 90 minute class period with 100% participation. ________________________________________________________________________ 1. WVCSOs: Standard 1: Movement Forms (PE.S.1) The intent of this standard is development of the movement/physical skills needed to enjoy

participation in physical activities. Mastering movement fundamentals establishes a foundation to facilitate continued motor skill acquisition and gives students the capacity for successful and advanced levels of performance to further the likelihood of participation on a daily basis. Standard 2: Development of Motor Skills (PE.S.2) The intent of this standard is for students to establish patterns of regular participation in meaningful physical activity. This standard connects what is done in the physical education class with the lives of students outside of the classroom. While participation within the physical education class is important, what the student does outside the physical education class is critical to developing an active, healthy lifestyle that could help prevent a variety of health problems among future generations of adults. Students make use of the skills and knowledge learned in physical education class as they engage in regular physical activity outside of the physical education class. Standard 3: Physical Activity (PE S.3) Students will exhibit a physically active lifestyle that provides the opportunity for enjoyment, challenge, selfexpression, and social interaction. Standard 4: Physical Fitness (PE S.4) Students will apply physical fitness concepts to achieve and maintain a health-enhancing level of physical fitness 2. Objectives: The students in Mr. Currences classroom will be able to perform basic fundamental skills of basketball with 95% accuracy in the gymnasium.

The students in Mr. Currences classroom will be able to perform the proper technique of Phase 1, 2, and 3 basketball skills including dribbling, passing, shooting, defensive stance, and lay-ups with 90% accuracy. The Tygart Valley students in Mr. Currences classroom will be able to perform the correct skills and techniques of basketball in the gymnasium with 100% participation. The students in Mr. Currences classroom will be able to participate in multiple half court basketball games for a 90 minute class period with 100% participation. 3. 21st Century Themes: The students will be using health literacy to understand why its important to exercise and participate in a Physical Education setting in order to maintain good health and wellness. The students will get a feel for what it is like to work out full speed in half court basketball games and feel good after exercising. The students will get to do several different half court basketball games and work on the basic fundamental basketball skills such as dribbling, passing, shooting, and defense. The students will also be given the opportunity to coach, referee, and do statistics for the half court basketball games. 4. 21st Century Skills: The students will be using learning and innovation skills such as creativity, communication, and collaboration along with life and career skills. These skills will be used as they perform basic fundamental basketball skills such as dribbling, shooting, passing, and defensive stance in half court basketball games. There will be

2 teams playing on one half of the court and then 2 teams playing on the other half of the court. Each team will play for 10 minutes and the other teams who are not playing with be in charge of coaching, refereeing, and doing statistics. _____________________________________________________________________________ 5. Materials: The materials that will be needed include basketballs, pinnies, cones, and a final parent letter home to wrap up basketball unit. 6. Technology components: I will use the Kinect Sports on Xbox live for the students with disabilities if necessary. http://wvde.state.wv.us/policies/csos.html 7. Teaching Methods and Critical Thinking Components: I will be using direct instruction to discuss all of the different basketball rules. I will also use guided practice and feedback as I walk around the gym correcting improper form or footwork during the half court basketball games. I will go over critical elements of basketball and ask questions that apply to the basketball rules. I will use my whistle to signal the games to start and then also blow my whistle twice when the time is up. Each game will be played for 10 minutes and then I will rotate teams so everyone plays each team at least once. I will be holding a stop watch with me to keep track of time. What are the critical elements of basketball? How does communication effect performance? Learning Activities: Collect Homework Assignments (2 minutes) Dynamic and Static Stretching (10 minutes) Go over Basketball rules (5 minutes) Half Court Basketball games (10 minutes each): The students will be playing in multiple half court basketball games. Two teams will be playing on one half of the court and two teams will be playing on the other half of the basketball court. The

other two teams will be keeping statistics of points, rebounds, steals, assists, and blocks, coaching, and refereeing the games. After 10 minutes, I will rotate teams so every team plays each other at least once. 8. Modifications: The students with disabilities will be given the option to attempt the basketball games, have extra time if needed to shoot, and they can play kinect sports basketball on the stage. ________________________________________________________________________ 9. Assessment: Lesson Objective(s) The students in Mr. Currences classroom will be able to perform basic fundamental skills of basketball with 95% accuracy in the gymnasium. Assessment method Tier 1 Individual assessment needs Tiers 2, 3 The students will be given a check for participation.

The students will be given a percentage grade based on their stations. I will keep all data collection in a chart. 25%= below average performance 50%=average performance 75%= above average performance 100%=excellent/superior performance The students in Mr. The students will be given a Currences classroom will percentage grade based on be able to perform the their stations. I will keep all proper technique of data collection in a chart. Phase 1, 2, and 3 25%= below average basketball skills including performance dribbling, passing, 50%=average performance shooting, defensive 75%= above average stance, and lay-ups with performance 90% accuracy. 100%=excellent/superior performance The Tygart Valley The students will be given a students in Mr. percentage grade based on Currences classroom will their stations. I will keep all be able to perform the data collection in a chart. correct skills and 25%= below average techniques of basketball performance in the gymnasium with 50%=average performance

The students will be given a check for participation.

The students will be given a check for participation.

100% participation.

75%= above average performance 100%=excellent/superior performance The students will be given a The students in Mr. percentage grade based on Currences classroom will their stations. I will keep all be able to participate in data collection in a chart. multiple half court 25%= below average basketball games for a 90 performance minute class period with 50%=average performance 100% participation. 75%= above average performance 100%=excellent/superior performance

The students will be given a check for participation.

_______________________________________________________________________ 10. Appendices: http://wvde.state.wv.us/policies/csos.html _______________________________________________________________________ 11. Reflection: Answer the following questions as thoughtfully and completely as possible. a. If you could teach this lesson again, what would you keep the same and why? I would keep it the same way because the students enjoyed playing in competition basketball games. The students also enjoyed being able to coach their classmates, referee the games, and keep statistics of all of the games. Most of the students knew the basketball games and had fun while playing. b. What would you change and why? I wouldnt change anything because the students had fun and had a good workout. They had several opportunities to respond during the half court basketball games and stayed active. They enjoyed playing competitively and did a great job including everyone on their teams. c. Which group of students did well in this lesson? Everyone did well during this lesson. Everyone participated in the group games and no group in particular did better than the other. d. How do you know? I observed the students during the half court basketball games. e. What do you plan to do differently for them in the next lesson? I would have more games and also cut down the time to 5 minutes. f. Which group of students did not do well in this lesson? All students did really well in the half court basketball games and no group in particular struggled.

g. How do you know? I walked around watching each team and they all knew what to do and worked hard. h. What do you plan to do differently for them in the next lesson? I would switch up the teams more often and switch the students around so the students have the opportunity to play with multiple classmates.

Education Department Lesson Plan 9

________________________________________________________________________ Name: Amy Turner Grade Level: 9th grade Subject: Physical Education Description: The Tygart Valley students will be able to participate in multiple half court basketball games during a 90 minute class period with 100% participation. ________________________________________________________________________ 1. WVCSOs: Standard 1: Movement Forms (PE.S.1) The intent of this standard is development of the movement/physical skills needed to enjoy participation in physical activities. Mastering movement fundamentals establishes a foundation to facilitate continued motor skill acquisition and gives students the capacity for successful and advanced levels of performance to further the likelihood of participation on a daily basis. Standard 2: Development of Motor Skills (PE.S.2) The intent of this standard is for students to establish patterns of regular participation in meaningful physical activity. This standard connects what is done in the physical education class with the lives of students outside of the classroom. While participation within the physical education class is important, what the student does outside the physical education class is critical to developing an active, healthy lifestyle that could help prevent a variety of health problems among future generations of adults. Students make use of the skills and

knowledge learned in physical education class as they engage in regular physical activity outside of the physical education class. Standard 3: Physical Activity (PE S.3) Students will exhibit a physically active lifestyle that provides the opportunity for enjoyment, challenge, selfexpression, and social interaction. Standard 4: Physical Fitness (PE S.4) Students will apply physical fitness concepts to achieve and maintain a health-enhancing level of physical fitness 2. Objectives: The students in Mr. Currences classroom will be able to perform basic fundamental skills of basketball with 95% accuracy in the gymnasium. The students in Mr. Currences classroom will be able to perform the proper technique of Phase 1, 2, and 3 basketball skills including dribbling, passing, shooting, defensive stance, and lay-ups with 90% accuracy. The Tygart Valley students in Mr. Currences classroom will be able to perform the correct skills and techniques of basketball in the gymnasium with 100% participation. The students in Mr. Currences classroom will be able to participate in multiple half court basketball games for a 90 minute class period with 100% participation. 3. 21st Century Themes: The students will be using health literacy to understand why its important to exercise and participate in a Physical Education setting in order to maintain good health and wellness. The students will get a feel for what it is like to work out full

speed in half court basketball games and feel good after exercising. The students will get to do several different half court basketball games and work on the basic fundamental basketball skills such as dribbling, passing, shooting, and defense. The students will also be given the opportunity to coach, referee, and do statistics for the half court basketball games. 4. 21st Century Skills: The students will be using learning and innovation skills such as creativity, communication, and collaboration along with life and career skills. These skills will be used as they perform basic fundamental basketball skills such as dribbling, shooting, passing, and defensive stance in half court basketball games. There will be 2 teams playing on one half of the court and then 2 teams playing on the other half of the court. Each team will play for 10 minutes and the other teams who are not playing with be in charge of coaching, refereeing, and doing statistics. _____________________________________________________________________________ 5. Materials: The materials that will be needed include basketballs, pinnies, cones, and a final parent letter home to wrap up basketball unit. 6. Technology components: I will use the Kinect Sports on Xbox live for the students with disabilities if necessary. http://wvde.state.wv.us/policies/csos.html 7. Teaching Methods and Critical Thinking Components: I will be using direct instruction to discuss all of the different basketball rules. I will also use guided practice and feedback as I walk around the gym correcting improper form or footwork during the half court basketball games. I

will go over critical elements of basketball and ask questions that apply to the basketball rules. I will use my whistle to signal the games to start and then also blow my whistle twice when the time is up. Each game will be played for 10 minutes and then I will rotate teams so everyone plays each team at least once. I will be holding a stop watch with me to keep track of time. What are the critical elements of basketball? How does communication effect performance? Learning Activities: Dynamic and Static Stretching (10 minutes) Fitness Activity-Dribble tag: The students will all have a ball and dribble within one half of the basketball court. Then they will have to try to steal their classmates ball and tap it out of bounds while keeping their ball under control. Those who get their ball stolen will have to do 10 jumping jacks before they come back in. (5 minutes) Half Court Basketball games (10 minutes each): The students will be playing in multiple half court basketball games. Two teams will be playing on one half of the court and two teams will be playing on the other half of the basketball court. The other two teams will be keeping statistics of points, rebounds, steals, assists, and blocks, coaching, and refereeing the games. After 10 minutes, I will rotate teams so every team plays each other at least once. Pass out Final Parent Letter (2-3 minutes) 8. Modifications: The students with disabilities will be given the option to attempt the basketball games, have extra time if needed to shoot, and they can play kinect sports basketball on the stage. ________________________________________________________________________ 9. Assessment: Lesson Objective(s) The students in Mr. Currences classroom will be able to perform basic fundamental skills of Assessment method Tier 1 The students will be given a percentage grade based on their stations. I will keep all data collection in a chart. Individual assessment needs Tiers 2, 3 The students will be given a check for participation.

basketball with 95% accuracy in the gymnasium.

The students in Mr. Currences classroom will be able to perform the proper technique of Phase 1, 2, and 3 basketball skills including dribbling, passing, shooting, defensive stance, and lay-ups with 90% accuracy. The Tygart Valley students in Mr. Currences classroom will be able to perform the correct skills and techniques of basketball in the gymnasium with 100% participation.

The students in Mr. Currences classroom will be able to participate in multiple half court basketball games for a 90 minute class period with 100% participation.

25%= below average performance 50%=average performance 75%= above average performance 100%=excellent/superior performance The students will be given a percentage grade based on their stations. I will keep all data collection in a chart. 25%= below average performance 50%=average performance 75%= above average performance 100%=excellent/superior performance The students will be given a percentage grade based on their stations. I will keep all data collection in a chart. 25%= below average performance 50%=average performance 75%= above average performance 100%=excellent/superior performance The students will be given a percentage grade based on their stations. I will keep all data collection in a chart. 25%= below average performance 50%=average performance 75%= above average performance 100%=excellent/superior performance

The students will be given a check for participation.

The students will be given a check for participation.

The students will be given a check for participation.

_______________________________________________________________________ 10. Appendices: http://wvde.state.wv.us/policies/csos.html

_______________________________________________________________________ 11. Reflection: Answer the following questions as thoughtfully and completely as possible. a. If you could teach this lesson again, what would you keep the same and why? I would keep it the same way because the students enjoyed playing in competition basketball games. The students also enjoyed being able to coach their classmates, referee the games, and keep statistics of all of the games. Most of the students knew the basketball games and had fun while playing. b. What would you change and why? I wouldnt change anything because the students had fun and had a good workout. They had several opportunities to respond during the half court basketball games and stayed active. They enjoyed playing competitively and did a great job including everyone on their teams. c. Which group of students did well in this lesson? Everyone did well during this lesson. Everyone participated in the group games and no group in particular did better than the other. d. How do you know? I observed the students during the half court basketball games. e. What do you plan to do differently for them in the next lesson? I would switch the teams around more so everyone gets to play with each other. f. Which group of students did not do well in this lesson? All students did really well in the half court basketball games and no group in particular struggled. g. How do you know? I walked around watching each team and they all knew what to do and worked hard. h. What do you plan to do differently for them in the next lesson? I would switch up the teams more often and switch the students around so the students have the opportunity to play with multiple classmates. I would also shorten the games and have more games during the lesson.

Post-Assessment
________________________________________________________________________ Name: Amy Turner Grade Level: 9th grade Subject: Physical Education _The students will be working on their post assessment today and take a quiz on the basic fundamental basketball skills. _______________________________________________________________________ 67. WVCSOs: Standard 1: Movement Forms (PE.S.1) The intent of this standard is development of the movement/physical skills needed to enjoy

participation in physical activities. Mastering movement fundamentals establishes a foundation to facilitate continued motor skill acquisition and gives students the capacity for successful and advanced levels of performance to further the likelihood of participation on a daily basis. Standard 2: Development of Motor Skills (PE.S.2) The intent of this standard is for students to establish patterns of regular participation in meaningful physical activity. This standard connects what is done in the physical education class with the lives of students outside of the classroom. While participation within the physical education class is important, what the student does outside the physical education class is critical to developing an active, healthy lifestyle that could help prevent a variety of health problems among future generations of adults. Students make use of the skills and knowledge learned in physical education class as they engage in regular physical activity outside of the physical education class. 68. Objectives: The students in Mr. Currences classroom will be able to perform basic fundamental skills of basketball with 90% accuracy in the gymnasium. The students in Mr. Currences classroom will be able to perform the proper technique of Phase 1 and 2 basketball skills including dribbling, passing, shooting, defensive stance, and lay-ups with 90% accuracy. The Tygart Valley students in Mr. Currences classroom will be able to perform the correct skills and techniques of basketball in the gymnasium with 100% participation.

69. 21st Century Themes: The students will be using health literacy to understand why its important to exercise and participate in a Physical Education setting in order to maintain good health and wellness. The students will get a feel for what it is like to work out full speed and feel good after exercising. 70. 21st Century Skills: The students will be using learning and innovation skills such as creativity, communication, and collaboration along with life and career skills. These skills will be used as they perform basic fundamental basketball skills such as dribbling, shooting, passing, and defensive stance. Today, the students will try to show me improvement on the basic skills and be able to show me the correct form and technique that they learned during the unit. _____________________________________________________________________________ 71. Materials: The materials that will be needed include basketballs, pinnies, and cones. 72. Technology components: I will use the Kinect Sports on Xbox live for the students with disabilities if necessary. http://wvde.state.wv.us/policies/csos.html 73. Teaching Methods and Critical Thinking Components: I will use direct instruction. First, I will have the students take a short 10 question true and false quiz on the basic fundamental basketball skills and then I will have them line up on the sideline to begin the post assessment. The students will have to listen as I guide them through several basic skills and then I will go

down the line and assess each student. I will use a checklist to determine their performance level and note if there was any improvement or not. I will ask the students if they enjoyed the basketball unit and ask them what they learned from the unit. 74. Learning Activities: True and False Quiz (5 minutes) Pass out certificates to all students in the class (5 minutes) Dynamic and Static Stretching (10 minutes) Post-Assessment Dribble Testing (10 minutes) 13) Dribble right handed 14) Dribble left handed 15) Dribble in between legs 16) Dribble behind the back 17) Figure eight 18) Dribble crossing over in front and then side to side Passing Testing (10 minutes) 9) Chest 10) Bounce 11) Overhead 12) Baseball Defense Testing (10 minutes) 7) Sliding 8) Stance 9) Quick feet Shooting (20 minutes) 5) Lay up (right handed and left handed) 6) Form shooting 75. Modifications: The students with disabilities will be given the option to attempt the preassessment skills or they can play kinect sports basketball on the stage. If they have trouble with a basketball, I will use a soccer or volleyball for them. ________________________________________________________________________ 76. Assessment: Lesson Objective(s) Assessment method Tier 1 Individual assessment needs Tiers 2, 3

The students in Mr. Currences classroom will be able to perform basic fundamental skills of basketball with 65% accuracy in the gymnasium. The students in Mr. Currences classroom will be able to perform the proper technique of Phase 1 basketball skills including dribbling, passing, shooting, defensive stance, and layups with 80% accuracy. The Tygart Valley students in Mr. Currences classroom will be able to perform the correct skills and techniques of basketball in the

The students will be given a check plus for excellent, a check for average performance, and a check minus for below average performance on every skill assessed. I will keep all data collection in a chart.

The students will be given a check for participation.

The students will be given a check plus for excellent, a check for average performance, and a check minus for below average performance on every skill assessed. I will keep all data collection in a chart.

The students will be given a check for participation.

The students will be given a check plus for excellent, a check for average performance, and a check minus for below average performance on every skill assessed. I will keep all data collection in a chart.

The students will be given a check for participation.

gymnasium with 100% participation. _______________________________________________________________________ 77. Appendices: http://wvde.state.wv.us/policies/csos.html _______________________________________________________________________ 78. Reflection: Answer the following questions as thoughtfully and completely as possible. a. If you could teach this lesson again, what would you keep the same and why? Yes, I would keep my post-assessment the same because I thought it addressed all areas of the basic fundamentals of basketball. b. What would you change and why? I wouldnt change anything. c. Which group of students did well in this lesson? Most of the boys in the class did well on this post-assessment. d. How do you know? I did a data collection on the post-assessment to know what students performed the best. e. What do you plan to do differently for them in the next lesson? The post assessment was my final lesson. f. Which group of students did not do well in this lesson? The girls continued to have trouble with doing the correct technique of lay ups. g. How do you know? I watched each student do a lay up and learned who knew the proper technique and who didnt. h. What do you plan to do differently for them in the next lesson? I will explain what they need to do to be able to do a right handed and left handed lay up correctly.

Analysis of StudentLearning & Instructional Decision-Making

Analysis of Student Learning & Instructional Decision-Making Amy Turner Learning Goals: The students will learn how to dribble, pass, shoot, and play defense after learning Phase I, II, and III basketball skills.

The students will be able to participate in Phase I basketball skills, stations, relay races, rhythms with equipment, and group play activities.

Students can use the proper technique and correct forms for dribbling, shooting, passing, and a defensive stance.

Students will be able to use rhythms with equipment to create and plan specific basketball skills to use during the cupid shuffle dance.

Pre-Assessment: Whole Group As a class, the pre-assessment results werent too bad. We did dribble, passing, shooting, and defense testing. For the dribble testing, there were 20 students who had checks, which suggest average performance, 8 students who had check minus, which suggests below average performance, and 2 students who had check plus, which suggests they had above average performance. For the passing testing, there were 16 check pluses, 9 checks, and 5 check minuses. From these results, I knew passing was one of the classes

strengths of basketball. For the shooting testing, I had 24 check minuses, 4 checks, and 2 check pluses. I could tell shooting was going to be a major area of focus for the class. For the defensive testing, there were 6 check minuses, 16 checks, and 8 check pluses. The majority of students were just being lazy while testing in the defensive category. A common mistake the class made was standing straight up and not bending their knees. For my first lesson, I took my pre-assessment results and wanted to start the class by discussing the critical elements of dribbling, passing, shooting, and defense and then start into Phase I drills. I showed the class how to do the proper form of each basketball skill and we discussed common mistakes beginning learners make.

Sub Group (boys vs. girls)

The boys were more interested in the pre-assessment testing than the girls were. The boys were stronger in the dribbling and shooting category, whereas the girls were stronger in the passing and defensive testing category. I realized both the boys and the girls didnt know how to perform the proper technique of a right handed or left handed lay up. Most of the students were jumping off of the wrong foot and also were trying to shoot a lay up from the free throw line. Both the boys and the girls didnt know how to slow down their momentum and were throwing the ball hard against the glass. Neither the boys nor the girls knew to aim at the square. The boys did better overall on the preassessment testing. Individual Students The one autistic boy named Jacob was a very talented basketball player. He tested very well in the pre-assessment receiving all checks, which refers to average

performance. There were a couple girls who did well including Chelsea, Kelsey, Lexxie, Morgan, and Haley. The boys that did well were Dean, Damian, and Dylan. These following students were the most athletic in the class. The other students fell under the below average or average performance testing category.

Formative Assessment: Whole Group The formative results provided evidence of improvement for the Tygart Valley students. There were only four students who struggled with the drills showing a below average performance level, twelve students that demonstrated average performance on the drills, ten students with above average performance, and four students with excellent performance on the drills. The stations showed that only two students demonstrated below average performance, thirteen had average performance, eleven with above average performance, and four students with excellent performance. The Rhythms with equipment technology lesson demonstrated that all students had average to excelled performance. There were eight students showing average performance, twelve with above average performance, and nine with excellent performance. During group play, all students showed improvement on their basic fundamental skills. There were eights students who had average performance, seventeen with above average performance, and four students with excelled performance. The formative results demonstrate that the majority of students fell under the above average performance level, which shows that most of the students in Mr. Currences class were showing improvement during each lesson.

Sub Group (boys vs. girls) During the drills, stations, and group play lessons; the boys were more active and interested. The girls participated, but the boys performed better and tried harder. The girls were too worried about getting sweaty for the day. I thought the boys were also more competitive and enjoyed playing basketball; whereas the girls were not as competitive and most said they didnt like the sport basketball. However, there were a few girls who were just as competitive as the boys. During the rhythms with equipment technology lesson plan, the girls performed better than the boys. Most of the boys didnt want to dance and the girls did. The girls routines were more creative and the boys didnt want to participate even though they had to. Some of the boys were behaving badly during this lesson and had to sit out and talk to Mr. Currence. Overall, the boys showed more interest in the basketball unit than the girls did. Individual Students There were two girls named Chelsea and Morgan that demonstrated tremendous effort on all days of my unit. There were also two boys named Dean and James who also demonstrated hard work and enthusiasm during my unit. The other students participated, but didnt show as much excitement as the 4 students did. There were several days that I had 5 to 7 students sitting out. I was surprised to see how many students didnt want to participate. Chelsea, Morgan, Dean, and James tried worked hard every day and never complained. Everyone else in the class went through the motions and didnt seem to care as much about the sport. Overall, there were only a select few that I would say truly enjoyed my unit. The rest either didnt like the sport of basketball or they just wanted to be lazy and not participate.

Post-Assessment:

Whole Group For my post-assessment, I did the pre-assessment testing again and gave the class an additional 10 question true/false quiz. I chose to test the class again and give them a quiz because I wanted to see if they paid attention during the unit when I was giving direct instruction. I also wanted to see if they understood the critical elements I went over in the beginning. There were 27 As on the quizzes, 1 B, 1 C, and 1 F. Every student passed the quiz, except for one. It was difficult to administer the post-assessment testing and quiz because a lot of the students were upset and sad from the tragedy that happened at the Tygarts Valley football game over the weekend. Some of the students were close to the student who was stabbed and killed. There was a lack of energy during the post assessment testing, but the results proved everyone improved. For dribbling, there were 19 checks for average performance and 11 check pluses for excellent performance. For passing, there were 21 check pluses and 9 checks. For shooting, there were 20 checks and 10 check pluses. For defense, there were 17 check pluses and 13 checks. No one got or maintained a check minus for the post assessment results. I was pleased with the overall effort considering the terrible situation that occurred over the weekend. Sub Group (boys vs. girls) Both the boys and the girls did well on the post assessment quiz. The boys still remained with higher performance rates compared to the girls because most of the girls were emotional on the last day due to the incident that happened at the Tygarts Valley football game. One girl in particular was related to the boy that got stabbed and killed. Everyone participated when I gave him or her the post assessment testing and the additional quiz.

Individual Students I thought all of the students showed improvement, but I was surprised to see more effort by a few students. A girl named Kayle and a boy named Jonathan were two students who complained a lot and didnt want to participate. These students were overweight and didnt believe in their ability or skill level. I had these two students do all of the activities, but if they needed extra help I would go assist them. They were always saying, I cant do this. I always corrected them and gave them positive feedback such as good try or well done. The main goal for these two students was effort. The two students who were autistic did excellent during the post assessment testing. I could tell that the students understood the proper form and technique for dribbling, passing, shooting, and defense. I didnt have to correct anyones form the last day.

Lesson Plan Reflections Whole Group As a class, I thought the students worked well together. One thing I would change in my teaching is I would use more discipline. It was a large class and there were a lot of distractions while I was giving instruction. There were some troublemakers in the class and for most of my lessons they misbehaved. I also had students talking when I was giving directions for the drills, stations, and technology lesson plan. When I told them to listen and all eyes on me, they stopped and listened. However, if I were to do it again I would sit them out if they kept talking and kept misbehaving during instruction. One student named Damian, in particular misbehaved every day and didnt follow directions.

Mr. Currence had to talk to him several times. The majority of students respected me and overall it was a good class to teach. Sub Group (boys vs. girls) The boys gave me the most trouble during my unit. If I were to do it over, I would have come up with an assertive discipline plan. I would have a three-offense rule. For the first offense, I would talk to them, the second I would have them sit out for a couple minutes, and then the third I would have them sit out for the rest of class. The girls didnt cause any trouble, however, they liked to talk amongst each other during instruction. There were more boys sitting out than girls. The girls did a better job listening and following directions. The majority of students responded well to my whistle. I would work on trying to transition from one activity to the next better by getting the students to help me set up for the next activity.

Individual Students Chelsea, Kelsey, Lexxie, Haley, Dean, and James were the students who always followed directions and constantly helped when asked. These students were always dressed and paid attention during instruction. The troublemakers were Damian, Daniel, Dalton, Kayle, and Lacy. These students were very talkative at times, didnt participate some days, and often misbehaved during the stations. One thing I would have done differently while teaching is try to provide more feedback during each lesson. For example, stop the lesson and recognize the students who are doing the activity well, working hard, and following directions.

Pre-Assessment vs. Post-Assessment Results

The students in Mr. Currences classroom demonstrated tremendous improvement from the first day of the pre-assessment testing until the final day of the post-assessment. The results showed that the majority of students were improving, as there were no check minuses on the post-assessment results. All students had a check or check plus. There were many students that started with a check and then increased their performance level to gain a check plus. The students showed tremendous improvement in the shooting category. I also thought the students improved a lot with their dribbling skills. The biggest challenge the class had was shooting lay-ups. By the end of the unit, the majority of students were demonstrating proper form and technique of shooting a right handed and left handed lay-up. The group play also gave me a good idea of each students understanding of basketball. Overall, I thought each student demonstrated improvement and no student in particular didnt succeed.

Summary The Tygart Valley students in Mr. Currences classroom showed successful learning outcomes as they met all learning goals and improved their basketball skills testing on dribbling, passing, shooting, and defense. The students showed tremendous improvement in all areas and also demonstrated a strong understanding of critical elements of basketball. The majority of the students did an outstanding job on the post assessment quiz. There were 27 As on the quizzes, 1 B, 1 C, and 1 F. Every student passed the quiz, except for one. My evidence on student learning is shown through my comparison of my pre-assessment results and my post-assessment results. Also, my formative assessment shows how the majority of students made progress throughout the unit. I thought all of the students in Mr. Currences class improved by the end of the unit.

All of the students worked very hard during each activity and respected me as pre-service teacher. The data I collected demonstrated the significant improvement of all students and displayed their high level of understanding of basketball on their post-assessment quiz results. I could tell the students started to improve their skills, while observing the group play half-court games. I had to modify my lessons when I had to individually help the students with exceptionalities. I had to make sure I evenly distributed the students when working in partners or groups. Mr. Currences classroom was inexperienced with the sport of basketball, therefore, I had to gradually teach the skills and then provide the students with several different drills, stations, games, or activities to strengthen their confidence, but all students were able to participate in each activity if dressed appropriately. The students who participated were always actively engaged during each lesson and I made sure I have them multiple opportunities to learn and practice. I made instructional decisions when I was splitting the class into groups or partners. I wanted to separate the groups based on skill level and make sure I provided enough feedback/ support to each student. As a class, Mr. Currence and I felt like they worked well together and also demonstrated good sportsmanship during group play. The students learned several aspects of basketball and were taught how to keep statistics, coach, and referee to learn the importance of the game of basketball. I thought each lesson gave the class a better understanding of basketball and when asked a question they always gave me the correct response. Overall, I thought Mr. Currences class enjoyed my basketball unit and each student expanded their knowledge of basketball and improved their skill level.

Reflection & SelfEvaluation

Reflection & Self-Evaluation Amy Turner Learning Goals: The students will learn how to dribble, pass, shoot, and play defense after learning Phase I, II, and III basketball skills.

The students will be able to participate in Phase I basketball skills, stations, relay races, rhythms with equipment, and group play activities.

Students can use the proper technique and correct forms for dribbling, shooting, passing, and a defensive stance.

Students will be able to use rhythms with equipment to create and plan specific basketball skills to use during the cupid shuffle dance.

Interpretation of Successful Student Learning The students showed success in all areas of the post-assessment results. There were no check minuses given. Nine more students got a check plus during dribbling testing on the post assessment day. There were five more students who got a check plus during the passing testing, twenty one check pluses for shooting, which was a huge improvement, and seventeen check pluses for defense. These numbers demonstrate outstanding improvement in all areas of testing. Also, the post assessment quiz was an additional assessment I used to assess if the students understood the critical elements of dribbling, passing, shooting, and defense. The results clearly show that the majority of

students, except for one knew the basketball skills and their critical elements, therefore, I feel confident that I taught the class well.

Insights on Effective Instruction and Assessment Overall, I felt my unit was effective because there were no students who didnt improve their skill level. All students seemed to understand the sport by the end of my unit. One thing I would have done differently is tried to use different methods to transition between activities better because it was hard to manage a large class at times. I found it difficult to project my voice also. I had the students close to me when giving instruction and then I gave directions of where to go when I was done. Sometimes I felt like some of the students couldnt see or hear me as well, so I could improve more on using my loud voice and moving around the gym more to cover more ground.

Alignment among Learning Outcomes, Instruction and Assessment 1) The first learning goal was met clearly looking at the post assessment quiz results. The majority of the students demonstrated a strong understanding of the critical elements of basketball and with my 10 lessons all students improved their skills and had multiple opportunities to respond during each activity. I went over the critical elements each day in addition to giving instruction or directions for the activities. The students were asked questions in the beginning of each class and every question was answered correctly. I also had some students demonstrate the correct form for dribbling, passing, shooting, and defense in front of the class before we did any Phase I, II, or III drills.

2) The second learning goal was met, as all students participated throughout my unit as long as they were dressed appropriately. I had a class of 30 so it was challenging to have all students dress appropriately. The majority of students always dressed, but there were random days were there were 5 to 7 sitting out. Those who did participate did a nice job during all of my lessons. 3) The third learning outcome was met, as shown comparing my pre-assessment results to my post-assessment results. All students improved proper form and technique for dribbling, passing, shooting, and defense, however; it would have been nice to spend more time with them because there was still some room for improvement. Most of the students could show me the correct form during testing, but often fell under bad habits during group play under pressure. One problem I noticed was that some of the students didnt show consistency. Every student did show improvement from the first day. 4) The fourth learning outcome was met, as all groups were able to create and plan rhythms with equipment routine and performed it in front of the class. All groups gained 5 extra points from Mr. Currence that day as a participation grade. All students participated today and showed me that they have gained knowledge of basic basketball skills by incorporating what they have learned in their routines.

Implications for Future Teaching For future teaching, I would want to spend more time with the students with disabilities. I felt at times they were uncomfortable being involved with the class; however, they were talented enough and didnt need many modifications. If I had to do my unit over again, I would focus on preparing more individualized instruction instead of

group instruction. Overall, I thought the unit flowed smoothly and the students enjoyed it. I started with drills to help the students gradually work on the basic skills and then I used stations to provide more opportunity to work with each group/individual. I wouldnt change anything about the rhythms with equipment activity. I would also spend an extra day doing full court basketball regulation games, but I focused more on half court because the students were working hard and I felt like the full court games would be too much to handle for the students with disabilities.

Implications for Professional Development Professional learning goals: 1) The students will follow the assertive discipline plan during my basketball unit. I would make sure to follow up with my discipline plan and make sure I punished or reinforced good or bad behaviors. 2) The students will be able to play in a full court basketball game for 10 minutes. I would make sure the students had frequent water breaks and were given a few teammates for subs during play to rotate players. 3) The students will be able to take a written test on basketball rules. I would make sure I spent a day going over basketball rules and referee the games stopping play to go over the terms when necessary.

Lesson Plan Reflections Amy Turner

During my observation experience at Tygarts Valley High School, I learned how to manage and teach a basketball unit with 30 students. At times it was a challenge, but I thought every lesson went smoothly. The first couple of days I went to Tygarts Valley high school to observe Mr. Currence and I got a good idea of effective teaching strategies he used to discipline his students and also I gained knowledge of how his students interacted with each other. If the students misbehaved, he would sit them out. The majority of students participated in his classroom, however, some days he had 5 to 7 students sitting out. Mr. Currence always began his class with role call and stretching. Then, he played a tag game for a fitness warm up activity. Mr. Currence used his whistle as a stopping/starting mechanism to manage his class. The activities he did during my observation were pin dodgeball, capture the flag, and soccer drills. I got the chance to observe the students and their skill level during these activities. After I observed Mr. Currence for a few days, I gave his class the pre-assessment to assess their basic fundamental basketball skills. The pre-assessment consisted of dribbling, passing, shooting, and defensive skills. Once I had the opportunity to analyze their results, I developed my first lesson for the unit and to start we went over the critical elements of dribbling, passing, shooting, and defense. Also, I discussed and corrected improper form and showed the students what most beginning learners often do as a mistake. The students then began into Phase I basketball drills. I had them do several passing, dribbling, shooting, and defensive drills throughout my unit. We also did several stations and relay races to give the students multiple opportunities to respond. I wanted

the students to get as much practice as possible during the activities. The goal was for the students to improve their basic fundamental basketball skills before we began group play towards the end of the unit. Another thing we did during the basketball unit was our cupid shuffle dance for the technology lesson. Overall, I felt like this was their favorite lesson. Many of the students loved to dance and enjoyed developing a group routine to perform in front of the class. There were a few that didnt want to do it, but most participated and were very creative with their ideas. The last few days the students played half court basketball games and also were staying active by keeping statistics, coaching, and referreing the games. I had four teams playing at once and two teams keeping statistics, coaching, and referreing. The students enjoyed group play and seemed to have fun learning how to keep statistics, coach, and referee. The last day I was there, the students completed their post assessment testing and quiz. I also passed out certificated for every student for their good participation and hard work during my unit. Overall, I thought every lesson went well. I had to challenge myself the most when I was giving directions and explaining the drills. Most of the students didnt have any experience playing basketball and each activity was new to them. I had to project my voice very loudly because there were a lot of students in the class. I also made each lesson easier because I stayed with the same routine. For example, I always began the class with dynamic and static stretching, then did a fitness activity for a warm-up, and then followed up with basketball activities until the end of class. At the end of each lesson, I made sure to ask the students what they learned, provided feedback to the students, and we reflected on the lesson together. I also took time to talk to Mr. Currence

and listen to feedback on how to improve. The students also enjoyed how I got there parents involved during our unit by sending parent letters, parent notes, and an homework assignment home. The basketball unit was successful and some of the students were sad to see me leave the last day I was there.

Technology Reflection Amy Turner

My technology lesson plan was to teach rhythms with equipment using the Cupid Shuffle dance on my ipod and teaching basketball skills to use during the dance. I used it, as I played the song throughout the gym for the students to dance to the cupid shuffle while incorporating basketball skills in each dance step. There were three basketball skills used in the routine that I taught the class. I used dribbling as they went to the right four times and then to the left four times. I used an air pass when the song said now kick, now kick. Also, I used a figure eight skill when they had to walk it out and turn directions. I plugged my ipod into the music stereo on top of the stage in the gymnasium and played/stopped the song as necessary. My technology lesson went very well and the Tygart Valley students enjoyed incorporating rhythms with equipment into their physical education class. They were surprised when they heard the cupid shuffle song and didnt know what to expect. I started by introducing the cupid shuffle dance to the students and then we practiced doing the dance together without music. After I felt they were comfortable with the dance, we played the cupid shuffle song and practiced the dance moves. After, I showed them the cupid shuffle dance with the basketball routine I created. We practiced the cupid shuffle dance with basketball skills a few times until the song was over. I had the students get into groups of 5 and they had to develop a creative routine with the cupid shuffle dance using basketball skills they have learned during the unit.

I walked around helping each group come up with some ideas, but most understood the assignment and were very creative. The students were expected to come up with their routine, practice it as a group, and then perform it in front of the class. I played the song a couple of times so the groups could practice with the music and then the groups performed their routines. I had the group performing stand in front of the class to teach the other groups their routine. Then, all of the other groups stood up and did the routine with the group performing. Each group had the opportunity to share their routines with the class and learn other routines from other groups as well. Most of the students participated today, but overall the girls in the class seemed to enjoy dancing more than the boys. The limitations of the technology lesson were some students didnt understand the dance steps; there were only a few steps to the dance so I could have incorporated more dance steps to broaden the lesson, and some students had trouble coming up with basketball skills to provide rhythm in their routines by following the dance steps given. However, all students were able to hear the music well because it was very loud and clear when I played the Cupid Shuffle song. Overall, I thought the technology lesson was successful and fun for the students. Mr. Currence said they usually dont get the opportunity to dance in his physical education class. The students enjoyed being able to use rhythms with equipment. Some of the students enjoyed it so much they were asking me if we could do it again with another song the next day. All of the routines were creative and no basketball skills were repeated. Each group came up with their own ideas and seemed to have a blast performing and teaching it to the class. I thought most of the students found it interesting and challenging. Mr. Currences class did an excellent job during my technology lesson,

which benefited my teaching as they made it easy for me to teach the dance and basketball skills. I had the opportunity to observe their basketball skills, knowledge of basketball, and observe their balance, coordination, and spatial awareness. It was good experience for me and I enjoyed teaching the technology lesson. I also thought the students benefited from the technology lesson, as they learned how to incorporate rhythms with equipment in a physical education classroom. For example, they had to listen to the beat of the cupid shuffle and come up with their own basketball skills to incorporate in the dance steps. They also had to build on teamwork skills and use their creativity to develop their group routines. In my opinion, each group challenged themselves and came up with some great routines.

Amy Turner Journal # 1 9/14/12 My first day of observing in Mr. Currences classroom was on September 14, 2012. He introduced me to all of his students and gave them the opportunities to ask me questions. The first thing he had his students do was static and dynamic stretching. After stretching, he split the class boys versus girls and had one group go to one side of the gym and the other on the opposite side. Mr. Currence asked for a couple volunteers to be it for their fitness activity, which was tag. Every time he blew the whistle the students were expected to run to the other side of the gym. If the student was tagged, he or she had to go on the side of the basketball court and walk until the game was over. I thought this was a good teaching strategy as he kept all students moving at all times. The next activity the students played was capture the flag. He gave them a time limit to play and everyone participated. The students with disabilities were on the stage being active playing kinect sports bowling and track and field on Xbox live. After capture the flag, Mr. Currence transitioned to soccer skills and explained critical elements of how to kick a soccer ball and how to dribble. He had his students get in 5 lines with 5 people in each and had them practice dribbling down the court and shooting a goal in between the cones. He used his whistle to signal the students to go. During this activity, Mr. Currence provided good feedback, however, there was a little too much wait time for the students. The next activity he did was pin dodgeball, which was the girls between the boys. Each time they played a new game he would move the pins back further and further. He had the girls start with all of the soccer balls and then the boys got to start the next game. The goal of pin dodgeball was to kick the soccer balls and knock all of the

opponents pins down first. Mr. Currence was good with disciplining his students today. He was well organized and had good transitions in between each activity. The last activity was a Steal the Bacon soccer game. He gave each student a number and he called him or her out, which meant they had to listen carefully and come on to the court if their number was called to compete with each other and try and score a goal first. When the physical education class was over, Mr. Currence sent me to Mrs. Newsoms Health class to observe. During the Health Class, the students worked on skeletal and muscular system power points in groups. Mrs. Newsom wrote on the white board what was expected of the assignment. They were supposed to make 20 slides. All of the students were on task and Mrs. Newsom walked around helping, providing feedback, and monitoring the students as they worked. She kept all of her students on task and made sure they were working on their power points.

Journal #2 9/17/12 Today, Mr. Currence had all of the students work on locomotor skills while they stretched. The students were hopping, skipping, walking, running, sliding, and galloping. After they did dynamic stretching, the students got in a circle and did static stretching. For the warm-up, the students played tag again today with the same rules as day one. Mr. Currence uses his whistle whenever he is getting his students attention. The activities they played today were Capture the Flag, Steal the Bacon, and Kinect Sports bowling and track. At the end of class, he called all of his students over to go over soccer terms that were written on the chalkboard. Mr. Currence provided a couple of demonstrations and

explained the rules of soccer. He asked if any of the students had any questions or comments after instruction. He told them they had a test on Friday on all soccer material discussed. During Health class, the students kept working on their power points.

Journal #3 9/19/12 Today, there were some students who didnt participate. These students didnt come prepared and dressed; therefore, they couldnt participate for safety reasons. The students began class with warming up to locomotor skills such as leaping, hopping, walking, sliding, and running. The students then did static stretching to get loose for the activities. He made them do some push-ups and sit-ups as well. Their fitness activity was tag. The students with disabilities were playing Kinect sports for the whole class period. The other students had stations including basketball, ping-pong, corn hole, and also were given the option to walk around the gym. Most students were active today and participated. In Health class, the students were given a skeleton worksheet project. They were suppose to color and cut out the skeleton and hang it up on the colored sheet in the front of the classroom. Mrs. Newsom walked around and answered questions her students had and kept them actively engaged. After they were done with their skeleton projects, she expected them to get a laptop and go to Portaportal.com, which is a website you can look over broken bones and knee surgeries. Basically, this website was an interactive website for the skeletal system. All of her students listened well and followed directions. Journal #4

9/21/12 Today, the students did dynamic and static stretching to start class. The fitness activity they warmed up with was tag. After tag, the students were given several station options that they could choose and play at. The stations were ping-pong, Basketball, Volleyball, Kinect Sports Xbox live, or walking around the gym. I thought all of the students seemed interested in basketball and volleyball the most. In Health class, the students presented their skeletal and muscular system power points. As they presented, Mrs. Newsom explained specific detail on each slide and provided many examples of muscles and bones. After her students finished presenting, she gave them feedback on what things they could work on to make it better and what they did well. She also asked her class what they learned and went over skeleton visually in detail. The students closed class with working on drawlings. They had to go in their textbooks and draw a nerve impulse and vertebrae with the spinal column. Also, they were expected to color and label each picture and turn them in for a grade. All of Mrs. Newsoms students participated today and it was a very successful class in my opinion. She always does a good job explaining the material to her students.

Journal #5 9/24/12 Today, I did the pre-assessment on Mr. Currences students. First, I had everyone get in a circle and I gave each student an index card and pencil. Each student had to write down their name, age, likes or dislikes of basketball, and their strengths and weaknesses. I also passed out the parent letters with signatures to each student. I wanted to make sure

they show their parents, so I made it an assignment with bonus points for those who bring it back with a signature. Before the pre-assessment, I had the students to dynamic and static stretching as a group. I demonstrated all of the stretches before calling them out. Some of the stretches we did were high knees, karaoke, knee hugs, lunges, marching kicks, toe touches, and quad stretch. Before any activity, I will always have the students stretch and warm up their muscles. The fitness activity we did today was called Torpedo Run. I choose two boys and two girls to be my taggers in the middle of the court. The rest of the students lined up along the baseline. I called out several statements such as if you are wearing white run or if you have a sister or brother run. If any of the statements applied to the students they would try to run to the other side of the gym without getting tagged. If any student got tagged in the process, they would have to sit and become taggers themselves only using their hands. The last student standing won the game. As a class we played a couple rounds of Torpedo Run. After Torpedo run, I told each student to grab a basketball and line up along the sideline facing me. I used my whistle when I wanted the students to begin or stop skill. I assessed the students on dribbling, passing, shooting, and defense. I had a chart with all of the students on it and I put a check minus for below average performance, check for average performance, and a check plus for excellent. I was surprised to see how many students struggled with the basic fundamentals of basketball. Journal # 6 9/26/12 Today, I collected the parent letters from all of the students and I discussed the index cards with them. We started class with a name game in which every student had to

pass the ball in the circle saying their name. This is an easy way for me to learn the students names quickly. After the name game, I lead the students in dynamic and static stretching. During stretching, we focused on using locomotor skills such as skipping, sliding, and galloping. I also used animal moves such as bear crawl and act like your favorite animal to make it fun. After the students stretched, they played Torpedo Run a few times. When I felt the students were warmed up, I had them come in the middle of the basketball court and sit facing towards me. I went over all of the basic Phase I basketball skills such as dribbling, passing, shooting, and defense. I asked if any of the students had questions after explaining all of the critical elements. After going over the basics, I had the students go to the sideline and practice those skills. I walked around providing feedback when necessary and blew the whistle to start and stop transition between skills. After I felt the students were comfortable with the basics, I had them do a couple different drills. I had them do a group defensive drill in which I pointed in the direction they had to slide and I also did a defensive drill where they had to slide in a zig zag formation. After the students went through that drill twice, I had them do two dribbling drills. One of the dribbling drills was dribble down the court with your right hand and then your left, using a jump stop and pivot to turn. I also did a group game of dribble tag, which was a competitive game. The students had to dribble with their right or left hand in half of the court and try and knock each others balls out of bounds. If the student lost his or her ball, they had to go do 10 jumping jacks before they could come back in the game. The last student dribbling his or her basketball won. Today was a successful day and we started getting into individual and group play.

Journal #7 10/3/12 The students had another chance to turn in any parent forms at the beginning of class. I started with dynamic and static stretching for ten minutes. After, I played a group game called Clump Clump for their fitness activity. The students had to spread out across the basketball court and listen to my instructions. I yelled out clump clump with a number and they had to listen to that number and get into a group of that many people. For example, if I said clump clump 3, the students would have to get into a group of 3. If there were any left over students who didnt get in a group in time they would have to do jumping jacks or walk on the side until the game was over. The object of the game is to be quick and practice listening skills. After playing Clump Clump a few times, I had the students do several Phase II basketball drills. I did a dribble zig zag drill, partner passing drill, full court lay up drill, baseball pass drill, and competition shooting drill. Most of the students enjoyed all of the drills today and todays lesson was successful. The students are beginning to improve on the basic fundamentals of basketball. During Health class, the students worked on worksheets in the textbook. The worksheets were on the functions of the skeletal system and contusions. The students were very engaged and worked hard today. I thought the students stayed on task and listened to directions well.

Journal #8 10/10/12 Today, I started the class with dynamic and static stretching and then we did our group fitness activity of elbow tag lying down. After the students were warmed up, the

students worked on shooting drills. The students did a lay up drill working on jump shots, baseball pass drill, and a partner competition shooting drill, which each group had to make 10 shots before the other group. The students did a very good job today and they worked well with each other during the drills. During Health class, the students did a warm up outside. They walked a certain distance and then I timed them for 30 seconds while they were getting their resting heart rate. When the students went back into the classroom they calculated their resting heart beat by multiplying their number they got outside by 2. After, the students worked on the heart anatomy worksheet. Mrs. Newsom went over the make up of the heart and then had them color each part of the heart. They also had to label the parts of the heart. The next thing the students had to complete was a short quiz consisting of 5 questions. The questions were List 4 blood types, what is lymph?, list 4 parts of the blood, Veins carry ____ back to the heart, oxygen and carbon dioxide is exchanged in the _______ . Once everyone was finished with the quiz, Mrs. Newsom said they could retake it to improve their scores next class. They went over a powerpoint on the heart after the quiz to finish up the class.

Journal #9 10/12/12 Today, I started the class with dynamic and static stretching and then we did our group fitness activity of elbow tag lying down. After the students were warmed up, the students worked on six different stations. The stations worked on the basic fundamental skills such as dribbling, passing, shooting, and defense. I also added one station to work

with the students on fitness. The students enjoyed the stations and had more opportunity to respond. Each group consisted of 4 or 5 students. I blew the whistle to signal each group to rotate clockwise and I made each group go through each station once. I have seen tremendous improvement in some students shooting form. I thought each student stayed actively engaged and had a good work out at each station. During Health class, the students worked on a study guide for their test and some students seemed to be off task today. The copy machine was broken and each student had to write down the study guide questions and some students were not participating. Some of the questions include What is health? What is wellness? What is health literacy? What is heredity? What are risk behaviors? What are cumulative risks? What is abstinence? What are 10 lifestyle factors that promote good health? What are the 3 parts of the health triangle? And How do your peers affect your health? The students were getting easily distracted today and didnt get much work accomplished.

Journal # 10 10/15/12 Today, I started the class with dynamic and static stretching and then we did our group fitness activity of elbow tag lying down. After the students were warmed up, the students worked on six different stations. The stations worked on the basic fundamental skills such as dribbling, passing, shooting, and defense. I also added one station to work with the students on fitness. The students enjoyed the stations and had more opportunity to respond. Each group consisted of 4 or 5 students. I blew the whistle to signal each group to rotate clockwise and I made each group go through each station once. I have

seen tremendous improvement in some students shooting form and dribbling ability. I thought each student stayed actively engaged and had a good work out at each station. During Health class, the students worked on a study guide for their test and some students seemed to be off task today. The copy machine was broken and each student had to write down the study guide questions and some students were not participating. Some of the questions included What is health? What is wellness? What is health literacy? What is heredity? What are risk behaviors? What are cumulative risks? What is abstinence? What are 10 lifestyle factors that promote good health? What are the 3 parts of the health triangle? And How do your peers affect your health? The students were getting easily distracted today and didnt get much work accomplished.

Journal #11 10/17/12 Today, I started the class with dynamic and static stretching. After the students were warmed up, the students participated in several relay races. The relay races worked on the basic fundamental skills such as dribbling, passing, shooting, and defense. The students enjoyed the relay races and had more opportunity to respond. Each group consisted of 4 or 5 students. I blew the whistle to signal each group to start. I thought each student stayed actively engaged and had a good work out at each station. The students who won were reinforced by choosing a punishment for the other groups such as 5 jumping jacks, sit ups, push ups, mountain climbers, or quick feet. During Health class, the students visited a website called engradewv.com and took an online quiz. After the quiz, the students had free time to play on their computers

until everyone was finished taking the quiz. Once the quiz was completed, Mrs. Newsom had the class split up into groups. They played hangman to study for their test. Each group had to choose a slip of paper and write the blanks on the board. I thought this was a neat way to study for a test. I have never seen a teacher play hangman to get their students prepared for their test so I thought it was very interesting, but effective.

Journal #12 10/22/12 Today, I did the technology lesson plan using rhythms with equipment. The students learned the Cupid Shuffle dance first and then I taught them some basic basketball skills to incorporate during the dance. Each student grabbed a basketball and participated. After they felt comfortable doing the Cupid Shuffle dance with my basketball skills, I had them get into groups of 5. The students were expected to create, plan, and perform a routine to the Cupid Shuffle dance using basketball skills they have learned thus far. I walked around helping each group and they were working nicely together. I thought all of the students enjoyed this lesson because most seemed to have a passion for dancing.

Journal #13 10/24/12 Today, I introduced basketball rules and asked the students several terms that they needed to know in order to play in multiple half court basketball games. I was surprised that most students already were familiar with most of the basketball terms and were able

to discuss them and demonstrate them. We played 8 different half court basketball games and each game was 10 minutes long. The students who were not dressed appropriately for class were in charge of coaching, refereeing, and keeping statistics on the games. I had my stop watch to keep track of time and blew my whistle when time was up. Every team played each other once and most seemed to enjoy playing competition games. In health class, Mrs. Newsom went over a powerpoint discussing the cardiovascular system, circulatory system, and the respiratory system. She went over the flow of the heart and several terms such as red and white blood cells, hemoglobin, veins, arteries, capillaries, and exchange of air volume. Mrs. Newsom asked the students questions during the powerpoint and focused a lot on the heart. After the powerpoint, the students had to finish their red ribbon poster and hang it up on the walls. The students were on task and behaved very well today.

Journal # 14 10/26/12 Today, we continued playing half court basketball games and we did a fitness activity of dribble tag. Most of the students participated and did a good job coaching, refereeing, and keeping statistics. I have seen tremendous improvement on all of the basketball skills and cant wait to see their post assessment results. I feel like all of the students have a better understanding of basketball and the critical elements have been understood by most students. Also, I am sending out a final parent letter to conclude the parents in our basketball unit. Overall, today was very successful and the students enjoyed the lesson.

Journal # 15 10/29/12 Today, I had to adapt my lesson plan because they had a change in schedule due to the stabbing that took place during the Friday night football game at Tygarts Valley High School. One student died from the stabbing and the children were wearing camouflage outfits in honor of the student that passed. The students were given permission to not participate if they didnt want to and most were upset and crying. The students warmed up with static and dynamic stretching and then I did the post assessment with the students and we took a short quiz, which consisted of true and false questions and a bonus. After, I gave the students a certificate for their hard work and participation in the basketball unit. We also played a fun game called knock out. I collected more of the homework assignments as well. I thought the post assessment results were good and most of the students did well on the quiz. I asked the students if they enjoyed the basketball unit and most said they did so I was pleased with their response. I had a great learning experience at Tygarts Valley and had a good class to teach.

Self-Evaluation Amy Turner

My basketball unit was successful in my opinion and all of the lesson plans went smoothly. I spent a lot of time planning and writing my lesson plans. I made sure each day I began class going over the critical elements of basketball and gave specific directions for each activity. I felt like the students were all on the same page as me and they understood the basic fundamentals of basketball. It was a challenge for me to travel to Tygarts Valley High School three days a week, but I worked with my schedule to get my hours done. I set a goal for myself to get my hours done before basketball season starts. I achieved my goal and completed my hours in October. The most challenging thing for me during my unit was managing a class of 30 and being able to project my voice loudly. I am a soft-spoken person and it was hard to have everyones attention. There were a few days when the choir came in and caused a distraction, but we managed to work around the noise. I also had trouble the last day giving my post assessment because the majority of the students were upset from their friend being killed at the Tygarts Valley High School football game over the weekend. It was difficult because most of the students didnt want to participate that day and the teachers were giving their students the option to participate in their class activities. Overall, the students respected me as a pre-service teacher and listened well. I thought each day the class improved and learned more about the importance of basketball. I had fun teaching Mr. Currences class because they all were hard workers and were good students. The class was a 90-minute period so I found it hard to transition

the students between activities at times, but we always completed the lesson. I focused on gradually developing their skill level by starting with basic skills and then expanding to more difficult skills once they mastered the fundamentals. The experience at Tygarts Valley was a success and I feel more comfortable teaching/managing a physical education class.