Keenan Benarroch

Lesson Name or Number:		Passing for Success			Date:	April 11 2014
Name:	Keenan Benarroch		Subject:	Physical Education			Grade(s):	9-12

                                                                                                                                                                            

Students

Two autistic students with full time EA’s.

Rationale:  

This lesson is designed to teach the basic skills of passing in basketball. This will eventually lead to students developing skills so that they can play basketball and the game will become more enjoyable. Teaching this skill will also provide a good amount of exercise for students and will improve overall fitness levels. This lesson is also designed for the students to have fun while playing basketball.

Prescribed Learning Outcome(s): 

A3 Describe principles of training

A6 Participate daily in moderate to vigorous physical activity

B1 Apply fundamental movement skills in a range of individual and dual activities

C3 Demonstrate fair play and in all physical activities across the activity categories

Instructional Objective(s):

 Have students understand the basic skills of passing and learn how to pass properly. Allow  the students to have fun while playing basketball and get good physical activity during lesson.

Prerequisite Concepts and Skills: 

Little pre requisites except the simple bounce and chest pass.

Materials and Resources:

Teacher	Students
Basketballs Gym Area	Gym attire

Lesson Activities:

Teacher Activities	Student Activities	Time
1. To begin lesson call students in and have explain what will be done in the lesson and what is expected of them 2minutes 2. Demonstrate the basic skills of passing 3 minutes. 3. Have assigned partners get basketball start passing the ball back and forth. Have students spread out along the gym. Then have them perform chest passes and bounce passes. 10 minutes 4. Asses how they are performing the skills most activity is for fun don’t provide advice about technique unless asked by students. 5. After that play tap out game with students. Explain the rules of the game   6. This is a tag game that no one gets eliminated but instead joins the tagging team the game ends once everyone is tagged. 15 minutes 7. To finish the lesson have students play basketball without out dribbling and only allow students to pass the ball 8. Have students put all the equipment away 2 minutes 9. After this is done have the students answer an exit quiz on what they learned and enjoyed about the lesson 3 minutes	1.Students stand in a huddle listen to instruction 2.  Have a student be part of demonstration 3. Students spread themselves out and  begin performing skill 4.  continue passing 5. play tapout try and tag as many people as possible 6. continue playing 7.  Play basketball with no dribbling try an score as many hoops as possible 8. Put the equipment away 9. Perform exit quiz
Teacher Activities	Student Activities	Time

Universal Design for Learning (UDL) and Differentiated Instruction (DI):

-To accommodate the exceptional learners I would pair them with an EA worker

-When performing the passing drills I will ensure that they are grouped with partners that will allow them to receive maximum benefit from the activity

-I will try and limit the amount of instruction and maximized the amount of activity time to prevent boredom

-An adaption made is to play games that are more inclusive and do not have elimination. This will lead to minimal frustration an the autistic students feeling more included in the class

-Allow students to rest and take breaks if they are tired

Organizational Strategies:

Before the lecture make predetermined groups for drills and games so that the teams are fair  and will lead to maximum fun and opportunity for all kids. To begin the lesson students will be called in and asked to be seated on the gym floor. Once students are seated demonstrations of how to perform the skill will be shown.  Also try to keep the amount of instruction to minimum amount so that there is maximum participation from the students to prevent boredom.

Behavioural Management Strategies:

Some Behavior Management strategies that can be approached for the autistic students in the class include having the autistic students working with some of the better behaved students or students who are a good influence on the m in class. It is also important to constantly reward good behavior and have rewards for these students when behaving well. Alternatively trying to control class volume and keeping everyone in class on target will help better focus and limit behavioral problems in class. Another way of improving behavior is by having a participation mark for students at the end of class this can simply be done by having the students who come on time, are attentive in class and try their best to perform the activity be rewarded by receiving participation marks.

Assessment and Evaluation:

Students will be assessed based on participation.  In order for a student to receive full marks the student must come to class on time, have proper gym attire, be attentive while the lesson is being explained and participate in the lesson.  Students will be given a mark out of four student must do these entire thing to get full marks.

Extensions:

This lesson is an introduction to basketball. For the rest of the unit students will be learning other basketball related skills and this will eventually lead to later lesson where students can have some of the basic skills to play basketball in class and have a more enjoyable time participating in the sport. If students can perform the skill they will be able to engage in the lesson better and elevate their fitness levels.