A Lesson Plan and Reflection

Plan of Study and Reflection for the Institution's Name
Teacher aspirant:
Age Group:
Date: Instructional Plan Unit/Subject: Part I: Planning
Summary and focus of the lesson:
Basketball games were observed during a physical education session as a means of teaching and learning. Students had to participate by playing while the teacher oversaw the lesson.
Educator and pupil variables:
a class of 30 individuals with diverse origins, talents, and interests
State and national learning standards:
grades 5 through 8
Particular learning objective(s):
Enhancing relationships, cooperation, and physical fitness through exercise (playing basketball)
Educator's notes:
Lesson on science and health
Agenda:
briefing on the rules of the game and general precautions
Body thawing
Students are actively competing and participating.
Formative evaluation:
 Minimal fouls during the game, less tension and tenacity shows the students’ mastery of the rules of the game and obedience

Academic Language:

Key vocabulary:

Pass: Students were required to know when to play with others

Basket/point: Making a score. Scores counted once the ball passes through the ring from the upper side

Foul; an illegal move that poses a risk to a competitor or causes undue advantage

Time-out: Short break for relaxation or evaluation of strategies

Quarter: Break meant for relaxation

Function:

Pass: enables students to know what to do once they have the ball

Basket/Point; Gives students clue on their abilities

Foul; keep student on check to avoid injuries and promote fair play

Time-out: Time to make quick changes and grasp fresh air

Quarter: Time to relax, reflect and change tactics

Form:

The vocabularies are used randomly. Students are expected to understand them and know how they are applied during matches











Instructional Materials, Equipment and Technology:

Basketball court

Ball

Water bottles

First-aid kit

Whistle

Games kit

Grouping:

Students were grouped randomly to ensure each group consisted of students with varied backgrounds and skills







II. Instruction

A. Opening

Prior knowledge connection:

The PE lesson enables students to understand the need for team work, following instructions and working together for success.

Talent identification and nurturing is enhanced

Anticipatory set:

The PE lesson helps students to be physically fit, relax and identify their talents

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do

Students Do

Differentiation

The teacher/trainer starts by giving simple instructions and stating the rules to be observed, including safety for all players.

The teacher/trainer supervises the learning process by becoming the referee.

Students to follow the rules of the game Observe school rules

Apply safety precautions while playing.

Marks awarded to all participants

Those with physical challenges to take other roles

Matches scheduled for 15 minutes each to accommodate all students and ensure they participate



III. ASSESSMENT

Summative Assessment:

Students’ mastery of the learning skills were assessed on how they passed the ball, received and made way through their opponents. Also, this skill was assessed on how they applied and followed the rules of the game.

Differentiation:

Some students who could not manage these skills were asked to go slow on the ball and take time before making a decision. This helped them to avoid injuries and also follow the rules of the game.

Closure:



The teacher asked the students to prepare for the finals during the next match. This was a way of ensuring that they keep practicing and do not forget the rules of the game and other skills they acquired during the lesson. Additionally, they were asked to find out from friends how to improve their playing skills to be good players.

Homework:

Students were expected to master the skills of playing basketball and use the acquired knowledge to play during the weekend. The teacher asked them to record a 10 minutes match and bring the video to class during the next lesson.



Lesson Reflection

Student engagement strategies and safety procedures. Students are supposed to participate in physical activities at all levels of learning (Bennie, & Langan, 2015). The students were supposed to spend one hour during the PE lesson to play basketball. The basketball court could not accommodate all the students at once; therefore, the teacher divided the students into groups of 10. Each group had two teams of five students that competed playing the game. Each game lasted for 15 minutes. The teacher gave a short speech regarding how the students were supposed to play and compete. Safety was a major concern and both the teacher and students ensured the court was safe by clearing any objects that lay on their way. The school ensures the court is properly marked while the poles on either side and the barricades on the edges were smoothened to ensure make them safe. There was plenty of water for students who would wish to quench their thirst during or after the lesson.

Student engagement strategies and safety procedures. A good engagement strategy should ensure all students participate in learning depending with their abilities (Bennett, Alsbury, & Fan, 2016). All students were expected to participate in the lesson. The groupings of the matches ensured all students had equal chances of playing and taking part in the competitions. Each student was expected to be dressed in full sports gear recommended by both the school and the Ministry of Education and Sports curriculum on sports outfits. Students were advised to play safe and not injure their class mates.

Effectiveness of teacher’s choices of engagement and safety procedures. The teacher noted that not all students were fond of playing basketball and this means that they would not participate in the lesson. Therefore, she decided to divide the class into small groups of five students to ensure each student participated in the lesson. Additionally, marks were awarded for active participation and this compelled all students to participate. The teacher asked each student to play safe and follow the rules of the game (the rules were read to all students and those that had questions were allowed to ask and feedback given before the lesson started). The students knew and understood this was a lesson and injuries were to be avoided.

Different choices and recommendations. Students should not be compelled to participate in sports activities they do not like (Räisänen, Parkkari, Karhola, & Rimpelä, 2016). I would offer alternative sports and ensure each student is comfortable with the choices taken. Also, not all students are gifted in sports and this means such learners would score low grades. I would encourage some to be cheer leaders and participate in motivating their teams to make the lesson interesting and lively.

References

Bennie, A., & Langan, E. (2015). Physical activity during physical education lessons: A

qualitative investigation of Australian PE teacher perceptions. International Journal of Qualitative Studies in Education, 28(8), 970-988.

Bennett, J. V., Alsbury, T. L., & Fan, J. (2016). Mandatory community-based learning in US

urban high schools: fair equality of opportunity?. International Journal of Leadership in Education, 19(5), 578-616.

Räisänen, A. M., Parkkari, J., Karhola, L., & Rimpelä, A. (2016). Adolescent physical activity-

related injuries in sports club, school sports and other leisure time physical activities. Cogent Medicine, 3(1), 1260786.