Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Gideon Berghuis April, 2014 Subject/ Topic/ Theme !/Bas"etball Grade ######$th/%th#########

I. Objectives How does t is lesson connect to t e unit !lan"

Da& ' o( the bas"etball unit) *e +ill go o,er the t+o t&pes o( de(enses +e +ill be using, man to man and -one de(ense, as +ell as introduce some o((ensi,e strategies) *e +ill also start putting together all o( the s"ills +e ha,e co,ered the past 4 lessons and put them together in game.situations)

Learners will be able to#

!3plain the di((erence bet+een -one and man to man de(ense +hen as"ed) !3hibit correct de(ensi,e stance +hen scrimmaging) 0se -one de(ense correctl& in a scrimmage) 1ommunicate e((ecti,el& +ith teammates +hen pla&ing de(ense)

cogniti,e. / 0 Ap An ! 12

ph&sical de,elopment

socio. emotional

0 Ap Ap Ap

3 3

Common Core standards $or %LCEs if not available in Common Core& addressed# AAHPE'( %rade Level Outcomes )*+
S1)114 5aintains de(ensi,e read& position 6stance7 in practice tas"s and gamepla&) S2)5'4 /educes space b& using denial techni8ues +hen pla&ing de(ense) S4)5')%4 1ooperates +ith multiple classmates on problem.sol,ing initiati,es including gamepla&) 69ote# *rite as man& as needed) :ndicate ta3onom& le,els and connections to applicable national or state standards) :( an objecti,e applies to particular learners +rite the name6s7 o( the learner6s7 to +hom it applies)7 2remember, understand, appl&, anal&-e, e,aluate, create

II. ,efore -ou start Identif- !rere.uisite /nowledge and s/ills.

Basic "no+ledge o( rules that pertain to (ouling another pla&er, particularl& +hen pla&ing de(ense)
Pre-assessment (for learning):

;bser,e students< de(ensi,e and o((ensi,e abilit& in the scrimmage (rom the pre,ious lesson) Outline assessment activities 6applicable to this lesson7
Formative (for learning): Formative (as learning): Summative (of learning74

;bser,e 6and note on rubric7 students< le,el o( de(ensi,e s"ill during (ull gamepla&)
Provide 4ulti!le 4eans of 'e!resentation ro,ide options (or perception. making information perceptible ;rall& describing correct passing (orm +hile ph&sicall& depicting it +ith students spread around the court) ro,ide options (or language, mathematical e3pressions, and s&mbols. clarify & connect language Provide 4ulti!le 4eans of Action and E3!ression ro,ide options (or ph&sical action. increase options for interaction articipating in the +or"out, de(ensi,e e3planation acti,it&, and (ull gamepla&/scrimmage) ro,ide options (or e3pression and communication. increase me ium of e!pression Being in,ol,ed in the demonstration de(ense and communicating +ith teammates on de(ense) ro,ide options (or comprehension. activate, apply & highlight ro,ide options (or e3ecuti,e (unctions. coor inate short & long term goals, monitor progress, an mo ify strategies ro,ide options (or sel(.regulation. e!pectations, personal skills an strategies, self-assessment & reflection ro,ide options (or sustaining e((ort and persistence. optimize challenge, collaboration, masteryoriente fee back Provide 4ulti!le 4eans of Engagement ro,ide options (or recruiting interest. choice, relevance, value, authenticity, minimize threats

0 at barriers mig t t is lesson !resent" 0 at will it ta/e 1 neurodevelo!mentall-2 e3!erientiall-2 emotionall-2 etc.2 for -our students to do t is lesson"

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4aterials*w at materials $boo/s2 andouts2 etc& do -ou need for t is lesson and are t e- read- to use"

Bas"etballs, 2 hoops, pennies/jerse&s (or scrimmaging)

The t+o portable hoops +ill be at spaced e,enl& along the north +all o( the g&m) How will -our classroom be set u! for t is lesson" III. 5 e Plan 5ime 8*9 Com!onents 4otivation 6opening/ introduction/ engagement7 (escribe teacher activities A6( student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in/ing .uestions and7or !rom!ts. Student (ree time to +arm up) !ncourage them to ractice s"ills during the +arm.up alone or +ith a use the bas"etballs to practice their shooting and partner/group) passing) 9o +or"out toda& to lea,e enough time (or scrimmaging, just a couple e3tra minutes o( (ree time) Attendance and +elcoming, o,er,ie+ o( da&<s acti,ities) ?@ou ma& ha,e heard the sa&ing A;((ense sells tic"ets but de(ense +ins championships< be(ore) Since de(ense is so crucial to success in bas"etball, +e +ill be spending some time going o,er a couple di((erent +a&s to pla& de(ense)B As" (or ' ,olunteers to be the demonstration de(ense, ha,e the rest o( the students o(( the court on the sideline so the& can all see the demonstration) ?*hat<s the point o( de(enseCB tr& to get the students to ans+er this +ith something to the e((ect o( ?to stop the other team (rom scoring)B As" other similar 8uestions to prompt this ans+er i( necessar&) !3plain de(ensi,e stance4 "nees bent, (eet spread, arms out) Shu((le (rom side to side to mo,e and sta& in (ront o( the o((ensi,e pla&er) @ou are read& to mo,e 8uic"l& in an& direction) Be a+are o( +here the ball and the person &ou are guarding are at all times) Describe man to man 6or person to person7 de(ense4 .!ach de(ender guards one speci(ic person that is on o((ense) @ou sta& near this person and are a+are o( +here the& are at all times) . ositioning4 sta& bet+een the de(ender and the bas"et the& are tr&ing to score on) Do not let them get past &ou +hen the& are mo,ing to+ards the hoop, but do not (oul them 6grab, stri"e, e3cessi,e (orce7) .Teacher mo,es around the court as the student guarding them (ollo+s them, sho+ing ho+ to ?sta& +ith &our manB +hen pla&ing de(ense) Describe -one de(ense4 1.1=.1> !ither +atch the demonstration or participate in it)

9*: :*;< (evelo!ment 6the largest component or main bod& o( the lesson7

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.Guarding an area or A-one< on the court rather than a pla&er) 26see attached image on Desson ' section (or correct positioning o( a 2.> -one7) ?There are man& t&pes o( -one de(enses, +e +ill be learning the 2.> -one de(ense)B 1alled 2.> because the t+o guards are at the top and > (or+ards are closer to the bas"et parallel to the baseline) .Sta& close to a pla&er +hen the& are in &our -one) 5o,e +ith them, e,en as the& approach someone else<s -one) As the& begin entering someone else<s -one, &ou ?hand them o((B to the other de(ender and the& no+ guard that pla&er) .?1ommunication is ,er& important +hen pla&ing -one) @ou must be tal"ing +ith &our teammates letting them "no+ +hen a pla&er is entering their -one and +hen &ou are lea,ing &our teammate to guard another o((ensi,e pla&er)B Demonstrate this b& mo,ing around the court and describing +hich de(ender is guarding &ou as &ou mo,e (rom -one to -one) Do the same demonstration, but no+ +ith (i,e pla&ers on o((ense and a bas"etball) Eeep commentating the mo,ement o( the ball and de(enders< reactions during the demonstration) ?: (eel that sometimes the best +a& to learn a ne+ t&pe o( de(ense or o((ensi,e pla& is to scrimmage and do it at (ull speed) So let<s ha,e a (ull scrimmage to +or" on -one de(ense)B Split up teams, ha,e students (igure out +ho is on the court (irst) Felp them determine +ho should be guarding +hich -one on de(ense 6"eep bigger students closer to the bas"et and smaller/8uic"er students at the top as guards7) Stop scrimmage periodicall& or +hene,er necessar& to gi,e (eedbac" or ma"e corrections on de(ensi,e positioning) Tell o((ensi,e pla&ers to ma"e sure the& are mo,ing around the court to get open and challenge the de(ense) Closure 6conclusion, culmination, +rap.up7 ?*e +ill go more in depth about o((ensi,e strategies ne3t time, including learning ho+ to per(orm an e((ecti,e pic" and roll pla&, and ho+ it is best de(ended)B Gi,e students (eedbac" on their per(ormance (or the da& 6e((ort/attitude/listening/respect(ulness7) Fa,e them tell > pla&ers (rom the other team/group ?Good gameB as the& put the e8uipment a+a&) ut e8uipment a+a& and sho+ sportsmanship b& high.(i,ing pla&ers (rom the other team or group)

=our reflection about t e lesson2 including evidence$s& of student learning and engagement2 as well as ideas for im!rovement for ne3t time. 6*rite this a(ter teaching the lesson, i( &ou had a chance to teach it) :( &ou did not teach this lesson, (ocus on the process o( preparing the lesson)7 Be sure to mi3 up +here students are pla&ing on de(ense so that the& all ha,e an idea o( ho+ to pla& in each position in 2.> -one) Being thorough in describing the de(ense is ,er& important in this lesson) Also, obser,ing students< reaction to descriptions/demonstrations to see i( the& understand it)

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Conte3t O!tions 1 5 e Class as a 0 ole >ariables Individual differences? "akes#$ipton 61$4.1$%7 $evine 62==.>02, >21.>2$7 Cognitive and 6eurodevelo!mental differences %ri ging&61G1.1GG7 "akes#$ipton 61$0 . 1$27 $evine 624GH I Table o(
9eurode,elopmental 1onstructs7

Class Overview based on observations and data

Learning st-le differences $evine 62$.'07

Jerbal description and ,isual e3ample o( the shooting (orm as it is being taught to reach students that hear or see instructions better) Then ha,ing students do the acti,it& themsel,es to learn it better)

@tudents wit disabilities I(EA %ri ging&61'G.1G27 "akes#$ipton 62='.G I>0>((7

%ifted @tudents %ri ging&61G2.1GG7 "akes#$ipton 62=', >02.>2$7

:n this lesson, be sure to start obser,ing and noting +hich pla&ers are more s"illed than others so that e,en teams can be made (or the last (e+ da&s o( gamepla& at the end o( the unit)

@ocial Class differences %ri ging&61%'.2107 "akes#$ipton 6=.2'7 $evine 622'.2447

Et nic A 'acial differences %ri ging&610>.1217

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%ender differences %ri ging&6212.2247 "akes#$ipton 62$$.2$%7

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Language differences %ri ging&612'.1'>7 "akes#$ipton (1=$.2027

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