Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Mr. Logan McLeod

Date 4/23/15

Subject/ Topic/ Theme

PE/ Invasion Games/ Flag Football Grade ____9th _________

I. Objectives
How does this lesson connect to the unit plan?
This unit is going to be compiled with football skill, strategy, and gameplay days. This is our fifth day in the unit and we are going to assess what students have
learned so far, as well as incorporating technology and teamwork into this group assessment. Students will be asked to demonstrate a skill or strategy we have learned
by teaching to the class via videotaping. Students will upload these videos into Moodle and will be critiquing each other to provide half of the grade.
cognitiveR U Ap An E C*

Learners will be able to:

Students will be able to create & tape a football skill video.

Students will be able to explain & correctly perform a selected football skill (pass, catch, running route, etc.)
Students will display teamwork, while completing a challenging task with one another.

C
U, Ap, An

physical
development

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed:
Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.
9-12.CC.3. Collaborate in content-related projects that integrate a variety of media (e.g., print, audio, video, graphic, simulations, and models)
(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.

Students should have basic technological skills (videotaping)

Students should be able to demonstrate football skills (passing, catching, route running, etc.).
Students should understand how to work cooperatively in a group.
Pre-assessment (for learning): Mini oral class quiz over skills to be taught & videotaped.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Students will be required to discuss their skill & idea with the teacher before taping
begins.
Formative (as learning): Students will fill out the rubric and check off requirements as they move along.
Summative (of learning): Students will be assigned to grade another classmates video as well as have theirs
graded by a classmate & teacher according to the rubric.

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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

IPad showing examples of videos

made by other students.

Smaller groups if not every student

is involved.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Worksheet will be provided with

basic skills that can be taught.

9-15-14

Students will be teaching a football

skill or strategy and videotaping it.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students will be able to choose
what skill they would like to teach.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Students will be assigned roles in
their group to assure cooperation.

Provide options for comprehensionactivate, apply & highlight

Rubric highlighting all key
information that needs to be
included.

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

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Students will have to discuss their

idea before taping begins.

Student will be grading their

videotape before submitting it.

Football field or gym (inclement weather)

IPads (one per each group of three)
Rubrics (one per each group of three)
Footballs (one per student if possible)
Pinnies enough for every student.
Flags enough for every student.
60 Cones to mark throwing stations & outline small sided game fields.
The gym or football field will be wide open for students to videotape their projects. Depending on
time, we may set the field up for some small sided games.

How will your classroom

be set up for this lesson?

III. The Plan

Time

Components

7:55
8:02
8:03

8:04

8:08

9-15-14

Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Write todays activity on the board.
Students look at the board to see what we
will be doing today.
Welcome to PE
Students will head into the locker room to
Take attendance
change (7 minutes max)
Anticipatory Set: Ask students: Who here
Students who are out early will be able to
thinks that teaching is an easy job? Well
get with their groups and start
today is your chance to see. Every group
brainstorming about their project.
of three will be teaching a selected
football skill or strategy.
Students will line up on their numbers on
the whistle.
Ask the students to recap about all the
skills we have learned about so far.
Students will be active listeners and
respond to questions.
Remind the students to be very specific in
instruction & pretend your audience has
Students are to follow the teacher by
never played football before.
jogging to the football field.
Talk about working collectively as a
group. Every person has a role & if that
person doesnt contribute than the group
cant live up to their full potential.
Lead the class in a jog to the field use
this as a warm-up.

8:13
8:14

8:17

8:55

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

9:08

9-15-14

Gather the students at midfield.

Begin instruction for what is going to take
place today. Remind students of who is in
their group. Hand out a rubric to each
group along with an IPad. Let them know
the videos are due tomorrow. Today is
their only day to work on the project, so
use the class time wisely. Field any
student questions. Ask students questions
for understanding What happens if you
break an IPad? & Does everyone have to
participate in each group? Dismiss to start
working. Teaching subjects are first come
first serve. Come to the teacher to let them
know what you are doing when you have
decided.
Walk around and answer any questions
students may have.
Consult with groups before they start
filming their projects.

Inform students when they have finished

filming and filling out their rubric, they
may start playing small sided flag football
games. The rules are the same as
yesterday
Rules for our small sided 4x4 & 5x5
games. You are allowed one running play
every offensive series. You only get one
QB rush per every series as well. The QB
switches every new offensive series. A
player is down when their flags come off
(doesnt matter if they were ripped off or
fell off). The positions are QB, Center, &
3 WR. The Center becomes a WR as soon
as the ball is hiked. We are punting today
and kicking off to start the game. The rest
of the rules are standard flag football
rules. On offense, focus on running good
routes and getting open. On defense
concentrate on anticipating the pass and
playing good cover defense. Be respectful
of your teammates and opponents.
Dismiss to fields with same teams. 15
seconds to get going.
The teacher remains an active observer for
people still working on their projects and
the students playing small sided games.
Teacher blows the whistle for everyone to
stop what they are doing, put away their
equipment, and gather at midfield.

Students will make a game plan before

they start videotaping. They are required
to talk to the teacher before they start
filming.

Students may start filming once they have

teacher approval. When they are happy
with their video, they may upload it to
Moodle & grade themselves with the
rubric.

As students finish, they may set up a field

and play small sided flag football games.
Pinnies and flags are on the sidelines.
Students are able to pick their own teams
today as groups will finish at different
times.

Students stop what they are doing, put

away equipment, and gather at midfield.

Students will gather at midfield and wait

for instructions.
Students will be active listeners and
participate when called upon.

The first thing each group will do is

decide what they will be teaching. They
are to notify the teacher when they have
decided.
Next thing they will decide is who is
responsible for what in the group. This
will be recorded for the teachers record.

Let students know they may work on these

Students should ask any questions they
tonight at home if they arent finished.
have about the projects.
However, they must check out the IPad if
Students should hustle back to the locker
they want to take it home to continue
room to get changed.
Closure
working. Upload to Moodle when
(conclusion,
finished.
culmination,
wrap-up)
Let students know each group will be
grading another group at the start of class
tomorrow. These videos will be on
Moodle for us to watch.
Remind students to study for their quiz via
the study guide on Moodle.
9:12
Dismiss back to the locker room to get
changed.
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 taught this lesson yet. If, or when I do, I will be looking to see how well the students can follow a rubric and work together
to accomplish a task. I will also be looking objectively to see if I could replicate the skill after watching the video. Mr. Gee does this
video project with his upper classmen and they seem to enjoy it. I expect the same because it is a change of pace especially for the
students who dont like to be playing sports all of the time.
9:09

9-15-14