Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Ethan Ruitenberg
4/14/16

Subject/ Topic/ Theme

PE/Wiffle Ball/Batting

Grade ___4th-5th_____________

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the third less in the Unit. This lesson teaches the students the batting aspect of wiflle ball, as well as reviewing the past lessons. In wiffle ball batting is
essential, it is the offense of the sport. So its players need to learn how to bat in order to achieve in the sport.
cognitiveR U Ap An E C*

Learners will be able to:

Students will be able to properly hold a bat with correct form

Students will use the computer lab to find a stance they like as they bat *

Students will be able to of swinging the bat using the correct form

Students will understand how the swing affect the ball in whether it will be a ground ball or a pop up
Students will be able to hit a ground ball and pop-fly
Students will be able to hit a ball off a tee and hit a ball that is tossed to them

physical
development

socioemotional

X
X
U
Ap

X
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
- Standard one: The physically literate individual demonstrates competency in a variety of motor skills and movement
patterns.
- Standardthree:Thephysicallyliterateindividualdemonstratestheknowledgeandskillstoachieveandmaintainahealth
enhancinglevelofphysicalactivityandfitness.
- Standardfour:Thephysicallyliterateindividualexhibitsresponsiblepersonalandsocialbehaviorthatrespectsselfand
others.
- Standardfive:Thephysicallyliterateindividualrecognizesthevalueofphysicalactivityforhealth,enjoyment,challenge,
selfexpressionand/orsocialinteraction.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

The students should be able to field a ball and be able to catch and throw a ball, from the previous two
lessons.
Pre-assessment (for learning):
Formative (for learning): Adjust the lesson depending on how students do with certain drills. For example, is
students are struggling with hitting it off the tee, we will spend more time hitting it off the tees.

Outline assessment
activities
(applicable to this lesson)

Formative (as learning): As students do the drills, help the students who are struggling. Help the students by
giving them tips or correct their form.
Summative (of learning): The next class period with the class period ask students to explain to me the

correct way to hold and swing a bat. Also ask what will happen if I hit up on the ball or down on the
ball.
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

The students will be able to listen to

the teacher as he explains the
information. The students will be
able to watch the teacher
demonstrate the instructions to the
class.

During the class the students will

be participating in drills and tasks
that pertain to batting in groups or
with partners.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
The students have the option to
choose their own group or partner.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for comprehensionactivate, apply & highlight

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Provide options for expression and

communication- increase medium
of expression

Using the computer lab to

research different batting
stances. *
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

The students will be working

with their classmates and will be
challenging or motivating each
other.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection

Talk about how batting relates

to the end goal of playing wiffle
ball.
This lesson will need wiffle balls, bats, and tees for batting.
Access to the computer lab *

The classroom will start with the students being in their gym spots.
While warming up with throwing the ball the students will be lined up across the gym in two
parallel lines.
While batting they will be lined up horizontally in the gym near the wall, so the kids will have
space to field the balls in the gym.

III. The Plan

Time
5-7
min

30
min

Components
Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
- As the students walk in the teacher will
- Go to their respective gym spots.
greet them and tell them to go to their gym
- Go to the computer lab and research a
spots.
good batting stance.
- Introduce the lesson of batting as well as
- Listen and answer to the teacher as he/she
reviewing the prior two lessons.
asks questions.
- Take the students to the computer lab and
- Break up into groups
have them look up a batting stance they
will uses by looking up different batting
stances that different players use. Then
take the students back to the gym and tell
them back to gym spots. *
- Ask the students to describe to me the
correct way of throwing a ball.
- Tell the students to find partners and sit
down across from each other (10-15 ft)
- Tell them to play rock-paper-scissors to
decide who comes up to get a ball.
-

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Have the students warm up by throwing

the ball to each other.
Then switch to throwing grounders to
each other.
After grounders have the students throw
pop flies to each other.

Find partners/ groups and rotate with their

groups when told to.

5-7
min

Closure
(conclusion,
culmination,
wrap-up)

Then have the students break up into

groups of 3-4 (depending on class size)
Have one students batting using the tees,
while one is retrieving the ball, and the
other put the ball on the tee for the batter
Then rotate so the batter goes to field, the
ball placer will go to batting and the
fielder will go to placing the ball on the
tee.
Then have the students remove the tees
and have one student toss the ball to the
batter instead of placing it on the tee and
rotate accordingly.

Have the students to go back to their gym

spots.
When their name is called have them put
their bat away or ball away if they have a
bat or ball.
Then sit in a line and wait for their
teacher.

Sit quietly until their name is called and

put any equipment that they have, and
then precede to sit in line quietly.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I have not had a chance to teach this lesson yet, but as I wrote this lesson I visualized myself in the gym teaching the students. I
started off with the students warming up by throwing the ball to each other, so they can loosen up and they can have a refresher on
throwing and fielding since I only see the classes once every four days. As the lesson moves on to batting, I was thinking about
adding a brief period into the lesson plan where the kids would just swing a bat on their own, but I decided that having 20+ fourthfifth graders with a bat and nothing to hit isnt the best idea. I can see a slight problem when the students are batting, because it will
be chaotic. One thing I can do is to try to color coordinate it (we have different colored wiffle balls) and give each group a different
colored ball so they know which ball is there and can track it easier. If this lesson goes well it will look chaotic for someone looking
into the gym but for a gym teacher it will be organized chaos.
* There is no computer lab, but just showing one thing the students would be able to do if this unit was being taught in a school that
had a computer lab.

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