Grade:9 Subject: Phys ed Date: March 13, 2023

Topic: Movement Monday Lesson: Movement Monday

Materials Needed: I Can Statements:

- Deck of Cards - I can successfully follow
- Legend of exercises

Structure & Activity:

Opening: Students will start by coming into the gym and sitting in the bleachers. From
there they will be instructed to get on the line for their warm up.
Development: Once they do their stretches, Ty will share the warm up game. This will be
the Buffalo game. Students will pair up and find a spot on the outside of the basketball
court. From there, the music will start and each partner will run the opposite way from
the other. When the music stops, they must continue to run in the direction they were
and get to their partner. Before they started running, they will have already been
instructed on the exercise and reps of it before they started running. Once they complete
the exercise with their partner, they can sit down.
- What does this game do for your body? What is it working on? Answer: Cardio

After the game has been played for about 3-5 minutes, we will explain the main activity
for the day.

Students will group up into about 4 groups (based on how many decks of cards you
have). Each group will get a deck of cards and a legend to go along with it. Students will
draw a card and find the suit that matches it on the legend and do the exercise. The
number on the card represents the amount of that exercise they have to do. Ex; 4 of
clubs represents 4 sit ups. If you draw a hearts, or a spades card, the number on the card
represents how much of an exercise you do PER LEG. If you draw a joker, get your legs
ready… you’ve got 4 laps to run. Students will then be sent on their way to complete the
activity. If students finish early, they can restart the deck until everyone is done.
Closing:
If students take the entire class, that is okay. If everyone finishes up, we can have a class
discussion on how it was and why we do movement Mondays.
 Deck of Card Workout

Draw a card from your deck and do the work out that matches the suit on the card. The
number on the card represents the repetitions of that exercise. Ex; 4 of clubs represents 4 sit
ups. If you draw a hearts, or a spades card, the number on the card represents how much of
an exercise you do PER LEG. If you draw a joker, get your legs ready… you’ve got 4 laps to
run. Continue this until your deck of cards is done and then come see Ms. Barnes and Mr.
Barnstable!

Clubs Card = Sit Ups

Diamonds Card = Squats

Hearts Card = Lunges (Number is Per Leg)

Spades Card = Mountain Climbers (Per Leg)

Joker = 4 Laps Around the Gym

Grade:9 Subject:Phys Ed Date: March 14, 2023

Topic: Basketball Lesson: Basketball Basics Day 1

Lesson Focus and Goals: This lesson will focus on the basics that are needed to be
successful in playing basketball. I want students to be able to understand basic skills,
cues, and history to the sport. This will be a lesson that mainly introduces dribbling and
depending on time, some passing.

9.4 Skill-related Fitness:Implement personal plans for improvement of a self-selected skill-related

component of fitness (power, agility, speed, reaction time, balance, and coordination) as it
applies to complex movement skills used in a sport or activity of interest (e.g., power in the legs to
increase vertical jump for volleyball spike, agility for avoiding a pin in wrestling, balance used in
ballet, coordination used in juggling or cup stacking).

9.5 Complex Skills

Build skills towards proficiency in four self-selected complex movement skills including one from
four of the following categories:

​ - target games (e.g., bowling, curling, golf, archery)

​ - striking/fielding games (e.g., long ball, softball, slo-pitch, cricket)
​ - net/wall games (e.g., badminton, tennis, table tennis, volleyball)
​ - invasion/territorial games (e.g., basketball, soccer, touch football, soft lacrosse, floor
hockey, rugby, ultimate frisbee, double ball, team handball)
​ - alternative environment activities (e.g., orienteering, skating, cross-country skiing,
canoeing, roping, downhill skiing, dog sledding, wall climbing, in-line skating, skate
boarding, cycling)
​ - body management activities (e.g., dance, wrestling, track and field, pilates, martial
arts, yoga, aerobics, gymnastics).

Indicators:

b. Implement visual and oral strategies (e.g., sketch movement patterns, verbalize performance of
skill while performing it) to support skill development for each of the four self-selected complex
movement skills.

c. Identify complex skills that are at a level of automation (i.e., can perform with control, smoothly
and without hesitation) and demonstrate the ability to perform these skills while participating in
game situations.

d. View and provide meaningful feedback on skill performance, of self and others, that could be a
focus for improvement.

j. Assess level to which proficiency of performance of complex

movement skills has been attained after repeated participation

in the movement activities that incorporate the skills. k. Willingly engage in opportunities for
improvement by

initiating and taking responsibility for learning how to support own skillful movement.

Materials Needed: I Can Statements:

- Basketballs - I can identify skills needed in the
- openspace sport of basketball
- cones - I can move throughout space while
dribbling a ball
- I can describe the skills and cues
necessary to dribble a ball

Structure & Activity:

Opening: 10 Minutes
Attendance. Students will start by gathering in the gymnasium in the bleachers. We will
start by explaining the unit and then asking questions related to basketball.
- Who here has played basketball?
- What are some skills necessary to be successful in basketball?
- What are 3 of the most important skills in basketball? (Looking for dribbling,
passing, and shooting)
Next once we have had time to discuss, students will be directed to do a warm up. This
will include jogging two laps and then gathering on the vertical line of the basketball
court. Students know their warm up already.
Each exercise will be performed to the other vertical basketball line and back. We will
wait for everyone to finish before we start the next exercise. Once finished, we will
gather and sit on the circle in the center of the gymnasium.

Development: 40 Minutes
Once we are gathered back in the center of the gymnasium, we will go through what
dribbling looks like and the skills necessary for it. I will show everyone a basketball and
that there are different basketballs for both female identifying basketball and male
identifying. Once students have successfully transitioned, got a ball, and are on the line, I
will ask students to place the ball on the ground in front of them. I will then introduce
how we dribble. I will ask students if anyone knows how to properly dribble and if so,
have them come to the centre of the gymnasium to demonstrate for the class. From
there, we will break down the steps and performance cues of dribbling. The performance
cues for dribbling include:
- Pads of Fingers Contact Top of Ball
- Wrist Firm Yet Flexible
- Hand Pushes Ball to Floor
- Hand Absorbs Ball Slightly on Return
- Knees Bent Slightly
- Back Straight with Slight Forward Lean
 - Head Up Looking for Open Space
Successful movers will:
- Consistently be able to dribble the ball without losing control
- Be able to look up while dribbling
- Always absorb ball with arm
- Palms will always be facing downwards
- Dribble with only one hand at a time
- Contain dribble to below the knee
- Can change direction without picking up dribble or losing control
Once everyone is aware of what a dribble should look like, students will be given the
opportunity to to practice for a minute dribbling on the spot with no movement.
Students will be made aware that they need to watch for any loose balls to ensure we
are staying as safe as possible. They will be asked to use their right hand for 1 minute
and then their left hand for 1 minute. Once everyone has an understanding of that,
they will practice crossing over from one hand to the other in one place. Next, students
will be asked to walk while dribbling with their right hand to the other vertical line that
outlines the basketball court. Once they get there, they will be told to switch to their
other hand to walk back while still dribbling. Once that is successfully completed,
students will do another round of walking but will be asked to cross over after every 3
steps to the other hand. This will be continued all the way there and back. Once that is
done, students will be instructed to now try jogging while dribbling. Like we did with
walking, they will use one hand there and the other hand back. Once that is done, they
will practice crossing over while jogging after every 3 steps for both there and back.
Once students have had a chance to get a grasp at moving at a faster pace while
dribbling, They will be asked to practice while running at a faster speed. They will
partake in the movement like they did with the last two speeds and then do the
crossovers as well. This will all be completed on the vertical basketball line to the other
side of the court.

Once that activity is done, students will then get to practice dribbling around cones
from one end of the gym to another. This will be practiced with dominant and non
dominant and then eventually doing a crossover. If the ball gets away, grab it and
continue dribbling. This will be set up on the left side and right side of the court so
students can be lined up on either side. Once they complete the dribbling on the one
side of the gym, they will go to the other line they were not in.

Depending on time, we can also play keep away. This will focus on protecting a ball
while dribbling. We will first go over how to protect a ball and then get into the game.
Cones will be out to identify the playing area. Students will each have a ball and be in
the playing area. When they are directed to start, they will dribble around the playing
 area protecting their ball while also trying to knock away their opponents ball. If your
ball is knocked out of play, you will go outside of the playing area and do 5 jumping
jacks before re-entering the game. Once students have a good grasp on the game, we
can play for elimination or make the playing space bigger or smaller.

Closing: 5-8 Mins

Once we have completed the activities, students will be directed to put the balls away
and clean up any cones in the gymnasium. Once that is complete they will join at the
middle circle. Here we will discuss what we learned today.
- Where else can we see dribbling?
- What does dribbling work on?

Grade:9 Subject:Phys Ed Date: March 15, 2023

Topic: Basketball Lesson: Basketball Basics Day 2

Lesson Focus and Goals: This lesson will focus on the basics that are needed to be
successful in playing basketball. I want students to be able to understand basic skills,
cues, and history to the sport. This will be a lesson that mainly introduces passing while
dribbling, and layups (also includes some shooting work).

9.4 Skill-related Fitness:Implement personal plans for improvement of a self-selected skill-related

component of fitness (power, agility, speed, reaction time, balance, and coordination) as it
applies to complex movement skills used in a sport or activity of interest (e.g., power in the legs to
increase vertical jump for volleyball spike, agility for avoiding a pin in wrestling, balance used in
ballet, coordination used in juggling or cup stacking).

9.5 Complex Skills

Build skills towards proficiency in four self-selected complex movement skills including one from
four of the following categories:

​ - target games (e.g., bowling, curling, golf, archery)

​ - striking/fielding games (e.g., long ball, softball, slo-pitch, cricket)
​ - net/wall games (e.g., badminton, tennis, table tennis, volleyball)
 ​ - invasion/territorial games (e.g., basketball, soccer, touch football, soft lacrosse, floor
hockey, rugby, ultimate frisbee, double ball, team handball)
​ - alternative environment activities (e.g., orienteering, skating, cross-country skiing,
canoeing, roping, downhill skiing, dog sledding, wall climbing, in-line skating, skate
boarding, cycling)
​ - body management activities (e.g., dance, wrestling, track and field, pilates, martial
arts, yoga, aerobics, gymnastics).

Indicators:

b. Implement visual and oral strategies (e.g., sketch movement patterns, verbalize performance of
skill while performing it) to support skill development for each of the four self-selected complex
movement skills.

c. Identify complex skills that are at a level of automation (i.e., can perform with control, smoothly
and without hesitation) and demonstrate the ability to perform these skills while participating in
game situations.

d. View and provide meaningful feedback on skill performance, of self and others, that could be a
focus for improvement.

j. Assess level to which proficiency of performance of complex

movement skills has been attained after repeated participation

in the movement activities that incorporate the skills. k. Willingly engage in opportunities for
improvement by

initiating and taking responsibility for learning how to support own skillful movement.

Materials Needed: I Can Statements:

- Basketballs - I can pass a ball to a teammate
- Nets while in motion accurately
- Cones - I can do the motion of a layup
- Open Space while having a basic understanding
of what's needed to be successful

Structure & Activity:

Opening: 10 Minutes
Students will gather in the middle of the gymnasium where we will start our opening
discussion. Students will be asked what we talked about in the last lesson and go over
each activity as a review. Once we have addressed the last class, we will talk about what
we will be doing for this class.
- Was it hard last class defending your ball in keep away?
- Could you see protecting your ball during basketball as important to playing an
actual game?
In today's class, we will review dribbling. We then will practice passing and then move
into a three man weave and then eventually work into doing layups.
Next once we have had time to discuss, students will be directed to do a warm up. They
already know this warm up.
Each exercise will be performed to the other vertical basketball line and back. We will
wait for everyone to finish before we start the next exercise. Once finished, we will
gather and sit on the circle in the center of the gymnasium.

Development: 40 minutes
Once we have warmed up, students will join the middle circle. Students will warm up
dribbling by playing the flip cone game. There will be two teams and students have to try
and flip their cones over while dribbling ( one team is upright cones and the other in
upside down). When they are directed to stop, the team with them most cones, wins.
Here we will make sure we all know what is happening and then get set up with the cone
dribbling drill. We will do the cone drill again without a defender and then will throw a
defender in just for pressure (light defense). Once I see some success, we will move on to
passing. Students will partner up and practice passing back and forth. Once we have
some time to practice passing back and forth and catching, we will move into a three
man weave. I will demonstrate this activity and how you follow your pass.
Once the three man weave is done, students will get taught how to do a layup. This
will include the 2 step and up form and then how to shoot so close to the net.
Closing: 5-8 Minutes
After we have finished, students will put the equipment away and gather in the
middle. We will discuss what we learned today and I will ask for 3 examples of what
we did today from students.
- When might we use a layup in a game-like scenario?
- What other skill do we practice when playing basketball? (cardio, coordination,
etc)

Grade:9 Subject:Phys Ed Date: March 17, 2023

Topic: Basketball Lesson: Basketball Basics Day 3 Game Day

Lesson Focus and Goals: This lesson will focus on the basics that are needed to be
successful in playing basketball. I want students to be able to understand basic skills,
cues, and history to the sport. This will be a lesson that is focused on game play, rules,
and strategizing.

9.4 Skill-related Fitness:Implement personal plans for improvement of a self-selected skill-related

component of fitness (power, agility, speed, reaction time, balance, and coordination) as it
applies to complex movement skills used in a sport or activity of interest (e.g., power in the legs to
increase vertical jump for volleyball spike, agility for avoiding a pin in wrestling, balance used in
ballet, coordination used in juggling or cup stacking).

9.5 Complex Skills

Build skills towards proficiency in four self-selected complex movement skills including one from
four of the following categories:

​ - target games (e.g., bowling, curling, golf, archery)

​ - striking/fielding games (e.g., long ball, softball, slo-pitch, cricket)
​ - net/wall games (e.g., badminton, tennis, table tennis, volleyball)
​ - invasion/territorial games (e.g., basketball, soccer, touch football, soft lacrosse, floor
hockey, rugby, ultimate frisbee, double ball, team handball)
​ - alternative environment activities (e.g., orienteering, skating, cross-country skiing,
canoeing, roping, downhill skiing, dog sledding, wall climbing, in-line skating, skate
boarding, cycling)
​ - body management activities (e.g., dance, wrestling, track and field, pilates, martial
arts, yoga, aerobics, gymnastics).

Indicators:

b. Implement visual and oral strategies (e.g., sketch movement patterns, verbalize performance of
skill while performing it) to support skill development for each of the four self-selected complex
movement skills.

c. Identify complex skills that are at a level of automation (i.e., can perform with control, smoothly
and without hesitation) and demonstrate the ability to perform these skills while participating in
game situations.

d. View and provide meaningful feedback on skill performance, of self and others, that could be a
focus for improvement.

j. Assess level to which proficiency of performance of complex

movement skills has been attained after repeated participation

in the movement activities that incorporate the skills. k. Willingly engage in opportunities for
improvement by

initiating and taking responsibility for learning how to support own skillful movement.

9.6 Games, Tactics, & Strategies Design and implement, collaboratively, plans to use effective
tactics and strategies (while considering rules and skills when participating in a variety of
movement activity situations) to enhance performance and enjoyment of self and others in each
of the following

Indicators: a. Participate, at moderate to vigorous levels, in a variety of game situations to

practise the application of tactics, strategies, rules, and skills of play.

b. Consider tactical and strategic options, made alone and with others, as well as appropriate
application of the rules and skills of the games, both full and lead-up (e.g., three-on-three soccer,
half- court basketball, king’s court volleyball).

c. Demonstrate a willingness to discuss with teammates and to make group decisions regarding
options for tactics and strategies to be used in game situations (e.g., play to run in touch football,
defense to use in basketball, call to make in curling, how to create distractions to support
teammates in prisoner’s base).

Materials Needed: I Can Statements:

- Basketball - I can work with my team and be
- Pinnies successful
- Nets - I can take the skills I learned and
transfer them to a game situation
- I understand the basic rules of
basketball

Structure & Activity:

Opening: 8 minutes
Students will come into the gymnasium and meet in the center. We will start by
reviewing everything we learned the past 3 days and have 3 examples of activities we did
over those days. I will then explain how today we will play a game of basketball, work on
strategies, and learn rules.
Next once we have had time to discuss, students will be directed to do a warm up.
Each exercise will be performed to the other vertical basketball line and back. We will
wait for everyone to finish before we start the next exercise. Once finished, we will
gather and sit on the circle in the center of the gymnasium.

Students will get a chance to pick which warm up game they want to play before we get
into the lesson. This can be the cone flip game or the dribbling keep away.

Development: 40 minutes
Once we have warmed up, we will gather at the white board. Here, I will ask what we
know about rules in basketball. I will create a list on the board. I will use that list to guide
what I need to add and talk about. I will also draw an example of a basketball court and
explain the different lines on the floor that you can score from and how much each shot
is worth. We will also explain basic fouls as well. We won't use a shot clock but I can
explain how that would be used.
Once students have a good understanding, I will ask a few questions and have people
repeat the answers so I know everyone has a basic level of understanding.

Before we start the game, I will have everyone grab a basketball and dribble a lap around
the gymnasium and then go to a net and take 10 shots from in the key or near the key
just to get warmed up with those basic skills.

I next will create the teams and hand out pinnies. Each team will be given 2 minutes to
strategize before we start and identify how they will play the game. Everyone will play
and we will have two games going at the same time (gym split into two and we will use
side nets). Each game will be 5-8 minutes long. Once the game is over, we will change
who each team is playing and they will get a 2 minute rest and water period before the
next game starts. Before we start the game again, students will be given another 1-2
minutes to strategize what is working and what is not. This will repeat until the class is
pretty much done. These teams may only be 3-5 students based on numbers that day.

Closing: 5-8 Mins

Once we have finished up the game play, students will clean up the equipment and
meet in the middle. Here I will ask how we all feel and what we learned during this
unit. Students will then be given a self evaluation that they will use to mark themselves

Assessment:
Students will be given a self evaluation sheet to assess how they did during this unit.
This will be summative and required from each student.
Subject: PHYS ED Unit: BASKETBALL Grade: 9

PVSD Vision: We are committed to growing engaged

learners who experience happy, healthy and purposeful
lives as citizens in a changing world.

Highlight/circle the foundations of teaching and learning that student will encounter in
this unit:

Balance the Contribute to a Explore diversity Discover knowledge

wellbeing of self global community and personal and develop
and others identity understanding

Outcomes: Outcomes define what a student is

expected to know and be able to do. What
9.4 Skill-related Fitness:Implement personal
outcomes will you cover in this unit?
plans for improvement of a self-selected
skill-related component of fitness (power,
agility, speed, reaction time, balance, and Saskatchewan Curriculum
coordination) as it applies to complex
movement skills used in a sport or activity of
interest (e.g., power in the legs to increase
vertical jump for volleyball spike, agility for
avoiding a pin in wrestling, balance used in
ballet, coordination used in juggling or cup
stacking).

9.5 Complex Skills

Build skills towards proficiency in four

self-selected complex movement skills
including one from four of the following
categories:

​ - target games (e.g., bowling, curling,

golf, archery)
​ - striking/fielding games (e.g., long
ball, softball, slo-pitch, cricket)
​ - net/wall games (e.g., badminton,
tennis, table tennis, volleyball)
 ​ - invasion/territorial games (e.g.,
basketball, soccer, touch football, soft
lacrosse, floor hockey, rugby, ultimate
frisbee, double ball, team handball)
​ - alternative environment activities
(e.g., orienteering, skating,
cross-country skiing, canoeing, roping,
downhill skiing, dog sledding, wall
climbing, in-line skating, skate
boarding, cycling)
​ - body management activities (e.g.,
dance, wrestling, track and field,
pilates, martial arts, yoga, aerobics,
gymnastics).

Indicators:

b. Implement visual and oral strategies (e.g.,

sketch movement patterns, verbalize
performance of skill while performing it) to
support skill development for each of the four
self-selected complex movement skills.

c. Identify complex skills that are at a level of

automation (i.e., can perform with control,
smoothly and without hesitation) and
demonstrate the ability to perform these skills
while participating in game situations.

d. View and provide meaningful feedback on

skill performance, of self and others, that could
be a focus for improvement.

j. Assess level to which proficiency of

performance of complex

movement skills has been attained after

repeated participation

in the movement activities that incorporate the

skills. k. Willingly engage in opportunities for
improvement by

initiating and taking responsibility for learning

how to support own skillful movement.

9.6 Games, Tactics, & Strategies Design and

implement, collaboratively, plans to use
effective tactics and strategies (while
considering rules and skills when participating
in a variety of movement activity situations) to
enhance performance and enjoyment of self
and others in each of the following

Indicators: a. Participate, at moderate to

vigorous levels, in a variety of game situations
to practise the application of tactics,
strategies, rules, and skills of play.

b. Consider tactical and strategic options,

made alone and with others, as well as
appropriate application of the rules and skills
of the games, both full and lead-up (e.g.,
three-on-three soccer, half- court basketball,
king’s court volleyball).

c. Demonstrate a willingness to discuss with

teammates and to make group decisions
regarding options for tactics and strategies to
be used in game situations (e.g., play to run in
touch football, defense to use in basketball, call
to make in curling, how to create distractions
to support teammates in prisoner’s base).

Students will understand (Big Ideas):
Students will understand how to dribble,
protect their ball, pass, defend, do layups,
shoot a basketball, the rules, and strategies
for the game of basketball. Student will get
the chance to work together to play
basketball and create strategies to be
successful each day.
Synthesize the outcomes in this unit and
consider how they are connected. What
ideas are essential to expert understanding
in this unit?
Sample Big Ideas

Transfer:
All the skills in basketball will transfer to
other areas. We are always passing things
to other people in other sports so that
transfers very well. We also dribble with
our feet in soccer and basketball and also
works on hand eye coordination. By having
students work in group, it teaches
Why do students need to know this? How
will students be able to apply their
understanding in other subjects, future
years and real-world situations without
direct teacher guidance?
Transfer Goals
teamwork and how to strategize with
others to create success. These all transfer
to other subjects, lessons, and real world
situations that are important to
understand.
Essential questions:
- What is basketball?
- What do we know about
basketball?
- How do skills in basketball transfer
to other activities and sports?
- What does dribbling work on?
- When can we use layups in a
game-like situation?
- Why do we work on teamwork in
phys ed?
Students will know:
Students will know the basics to
basketball. This will include how to
dribble, pass, defend, do a layup, strategize
and all the rules to the game. Students will
know how to work with their classmates to
be successful in the instructions they are
given as well as how to modify a game to
work with their skill levels.
I Can Statements:
- I can identify skills needed in the
sport of basketball
- I can move throughout space while
dribbling a ball
- I can describe the skills and cues
necessary to dribble a ball
- I can dribble with a defender on me
Consider the big ideas and create essential
questions that are:
Open ended
Debatable
Able to foster inquiry
Able to promote further questions
Re-visited frequently throughout the unit
Be aligned with lesson concepts
Essential questions
Unpack the outcomes in this unit by sorting
the indicators by determining if they
require “knowing”, “doing” or both.
The Renewed Curricula: Understanding
Outcomes document refers to the
Knowledge Dimension and Cognitive
Process Dimension to sort indicators. The
Unpacking Outcomes document will
support you in understanding this process.
To simplify things, “students will know”
indicators are generally rooted in content
(remembering and understanding) whereas
“students will be able to do” indicators are
rooted in skills and abilities (applying,
analyzing, evaluating and creating).
 - I can pass a ball to a teammate Students will know = What knowledge will
while in motion accurately students acquire?
- I can do the motion of a layup while
having a basic understanding of
Students will be able to do = How will
what's needed to be successful
- I can shoot a basketball with the students use the knowledge?
knowledge to be successful 50% of
the time
- I can successfully perform a layup
with proper form
- I can explain how to shoot a
basketball
- I can work with my team and be
successful
- I can take the skills I learned and
transfer them to a game situation
- I understand the basic rules of
basketball

Students will be able to do:

Students will be able to dribble, pass, do a
layup, defend, and strategize with a good
level of confidence.
I Can Statements:
- I can identify skills needed in the
sport of basketball
- I can move throughout space while
dribbling a ball
- I can describe the skills and cues
necessary to dribble a ball
- I can dribble with a defender on me
- I can pass a ball to a teammate
while in motion accurately
 - I can do the motion of a layup while
having a basic understanding of
what's needed to be successful
- I can shoot a basketball with the
knowledge to be successful 50% of
the time
- I can successfully perform a layup
with proper form
- I can explain how to shoot a
basketball
- I can work with my team and be
successful
- I can take the skills I learned and
transfer them to a game situation
- I understand the basic rules of
basketball

Criteria: How will you use or develop criteria to

support student understanding of the
outcomes and big ideas?
The importance of Criteria

Rubrics

Diagnostic Assessment: What do the students already know? What

are the students already able to do?
Formative Assessment Descriptive feedback tells students what is
working and what is not. It allows them to
see mistakes as an essential part of learning
and plan next steps alongside their teacher.
Label the evidence as a product,
conversation or observation.

Sharing Descriptive Feedback

Summative Assessment: What evidence will tell us that students

achieved the desired results? Does the
assessment measure what students know,
what they can do, or both? Is there
opportunity to demonstrate deeper
understanding?

What is a performance task?

McTighe Performance Task Blog

Teaching and Learning Activities: Within the learning plan, it is important to

remember the unpacking outcomes process
and offer activities that allow students to
develop different levels of thinking.
Without lower level thinking, higher-level
thinking tasks (apply, analyze, evaluate and
create) are less approachable. Conversely,
if we only focus lower level thinking tasks
(remembering and understanding) deep
understanding is less likely.

Review your teaching and learning

activities to be sure they are tied to
outcomes and reflect the intent of the
indicators.
Engagement: How is student engagement reflected in
your planning? Are there opportunities for
connection, curiosity, creativity, authentic
learning, collaboration and individual
growth?

The Engagement Formula

Adaptive Dimension: How will you support specific learners by

adapting the variables:

Learning environment
Instruction
Assessment
Resources
Ideas for Adapting Variables

Entire Adaptive Dimension Document

Reflection: How do you know that the essential

questions were answered?

As an educator, what did you learn from the

delivery of this unit?

What are some new questions that you

have about teaching and learning?

Future/continued learning: How will the learning transfer to other units

and/or subjects this year and what learning
opportunities exist for your students
moving forward?

Do your students have new questions to

explore?
Grade: Subject: Date:

Topic: Lesson:

Materials Needed: I Can Statements:

- -

Structure & Activity:

Opening:
Development:
Closing:

Assessment: