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Date:
Standard(s): Identify what you want to teach. Reference State, Common Core (if
a huge battle. The winner will be determined from this final battle.
9. There is no one direction that all of the balls have to be thrown; that is
to say, there is not one certain team that each other group must solely
throw at. All of the students are able to throw at whichever teams cones
he or she so chooses.
10. Whenever your time is up (or if youve chosen to play the variation,
and a final team wins), you may begin again or go over your objectives
once more.
Even when
you are
guarding
your cone,
make sure
you are
keeping one
foot on the
mat. Only
use your
feet and
legs to
guard.
Remember
to keep
throwing
the balls
underhande
d, aiming
only at the
cones.
Safety
Reminders
:
*Only throw
the ball at
waist level
or below.
*Keep an
eye out for
flying balls.
*Be careful
on the
mats, they
could slip.
*Watch out
for your
friends
feet.
Remember
you all must
stand on
the same
mat.
BEGINNING
Assessment
Activating Strategy:
Motivator/Jump Start
Activity/Hook
One lap around the gymnasium to warm up
muscles and get moving.
Not needed at
this time.
MIDDLE
STEP BY STEP
PROCEDURES SEQUENCE
DISCOVER/EXPLAIN DIRECT
INSTRUCTION
QUESTIONING/ENCOURAGES HIGHER
ORDER THINKING
GROUPING STRATEGIES
DIFFERENTIATED INSTRUCTIONAL
STRATEGIES FOR
INTERVENTION/EXTENSION
Assessmen
t
Informal:
The
teacher
will walk
around
and ask
students
if they
have any
question
s about
how to
play the
game.
Formal:
The
teacher
will
follow
the
attached
assessm
ent
sheet.
Modificati
ons and
Strategies
to
Address
the
Diverse
Learners
If
student
s had a
broken
arm or
couldnt
run,
they
could
kick the
balls
instead
of throw
them
underha
nded. If
they
could
not run,
they
wouldn
t have
to take
a turn
being
the
retriever
Modifications and St
Address the Diverse
If a student
had a
wheelchair
and couldnt
walk, they
could go
around the
gym, too,
and get their
arms moving.
. They
could
simply
throw
instead.
CLOSURE
Include a review of the Standards, include a formative or summative assessment and provide an
explanation of when students will receive feedback on the assessment. Assign a written task (if
applicable) for student reflection.
For a closure, the students will be asked what objectives they were covering today.
They will be asked what aspects of the game they liked/disliked and if they learned
anything. Because this is more of a review type game, they may not note learning
anything in particular. They will then self-assess the game using a 1-5 rubric.
Reflection on the Lesson Plan and Delivery to include: To what extent did the students learn the
concepts? What will be your next instructional steps? What did you learn about yourself and your
students concerning this lesson?
I feel the students mastered the concepts this game set out to review.
My next instructional steps would be to begin a new unit. These standards and concepts
have been thoroughly assessed and covered. Should there be any need to go back and
revisit any of the skills, I would do that before moving on.
I learned that students like to be challenged, but that challenge may not look the same
for all students. Some students abilities are different than others. By giving them
options, they can always feel successful at their personal level.