Samantha Kearney

KIN 5600
Module #3
LESSON PLAN

LEARNERS AND THE LEARNING ENVIRONMENT

Teacher(s) Name(s): Samantha Kearney
Where the Lesson is Washington Middle School
Taught:
Grade Level: 8th Grade (Class size: 24)
Unit: Basketball
Day: 4 of 5
Title of Lesson: How does privilege (or lack of privilege) feel?
Total Time Planned: 55 minutes
Engaging and Supporting Diverse Learning: Applying Principles of Universal Design for Learning
This class is made up of both male and female (48% female, 52% male)
students. The class is racially diverse with a mix of Caucasian, African-
American, and Latin students. The class is split 50/50 with students from
Sociocultural Details: low income families and middle to high income families. All of the students
speak English. Groups will be made in the warm-up activity. Verbal
instructions will be given and checking for understanding will take place
throughout the lesson.
There are a variety of family backgrounds and upbringings in this class. I
have some students who are aware of the differences between students and
some who do not choose to see the privilege or lack of privilege with
Students Strengths and
themselves and other students. Since we are nearing the end of the
Needs Relevant to this
basketball unit, I will use this lesson as a practice for catching and passing
Lesson:
and gameplay. The primary focus of the lesson is to get the students to think
about how privilege has impacted their lives and incorporate it into a
basketball game.
Materials and Digital Tools Needed
Equipment and Set-Up for Equipment:
Lesson:  Gymnasium
 Basketballs (3 total: 1 for every game)
 Cones (12 total: 4 per game)
 Tally Sheets (6 total: 1 per team)
 Rubric Sheets (24 total: 1 per student)
 iPad (1 for the teacher-aide)

Set-Up:
 Groups of 4 – designated from the “Awareness Warm-Up”
 Groups will be divided to teams of privilege and lack of privilege
based on “Awareness Warm-Up”
 Three “mini courts” with cones set up to designate the boundaries
(see diagram below.)

Grouping Strategy:
 Students will be put into groups of 4 based on the following criteria
 assessed from the warm-up-
1. Students who take 0-1 forward steps
2. Students who take 2-4 forward steps
3. Students who take 5+ forward steps

Risk Management 1. Students will be aware of and stay within the designated boundaries.
Concerns: 2. Students will be aware of their surroundings at all times during the
games.
3. Students will walk to retrieve basketballs once instructed.
4. Students will show good sportsmanship, even if/when frustrated due
to restrictions.
5. Students will play the games per instructions and rules given.
OUTCOMES AND ASSESSMENT
1. (S1.4.8) Passes and receives with an implement in combination with
locomotor patterns of running and change of direction, speed and/or
level with competency in modified invasion games.
State Standards 2. (S1.21.8) Catches from different trajectories and speeds in a
Addressed: dynamic environment or modified game play.
3. (S4.5.8) Cooperates with multiple classmates on problem-solving
initiatives, including adventure activities, large-group initiatives,
and game-play.
1. SWBAT perform the two-handed catch (action/behavior) from
teammates while running and changing directions (conditions) 3 out
of 4 attempts (criteria). (Psychomotor) Indicators: Eyes on the ball,
reach arms out, and bring the ball to the body.
2. SWBAT describe social awareness of different privileges and
experiences (action/behavior) through warm-up activity (conditions)
by providing input in debrief discussion (criteria). (Cognitive)
Lesson Objectives: 3. SWBAT demonstrate cooperative teamwork (action/behavior) by
providing 3 positive statements (criteria) by the end of the game
(condition). (Affective) Indicators: Good job, nice catch, great cut,
etc.

Objectives for Differentiated Instruction

Same objectives will still apply.

1. Students will be peer-assessed throughout the game via tally sheet
and rubric sheet based on the 3 two-handed catch cues.
(Psychomotor)
2. Teacher will do an observation assessment throughout the debrief
discussions based on participation of each student (Cognitive)
3. Teacher will do a quantitative assessment by tallying the positive
Lesson Assessments:
comments made my students based on the iPad video provided by
the teacher aide (Affective)

Assessments for Differentiated Instruction

Same assessments will still apply.

INSTRUCTIONAL PRACTICE
 Lesson Sequence (5 minutes):

Introduction-
Good afternoon class! Today we are going to put everything we’ve learned
in this unit so far together, but with a little twist. How many of you saw the
new Nike add with Colin Kaepernick? What did you think about it? (Wait
for students to answer and respond as necessary.) Whether you agree or
disagree with Kaepernick, today we are going to take a look at the
conversations he has started in the media and how closely it hits to home
for us!

Previous Lesson Review-

Last class we worked on the two-handed catch and added in some variety of
difficulty by catching while moving and changing directions to open space.
Who remembers the cues we used with the catch? (Wait for students to
answer.) Excellent! We are going to use those same skills in our games
today, but with a few restrictions based on what we learn in warm-up.
Lesson Preview:
Objectives and Assessments-
The objectives today are to use proper technique for two-handed catching.
We will be playing small games of 3 v. 3, and based on the warm-up, some
of you will have certain privileges while others will not. Students will be
assessed throughout the lesson with a peer-assessment tally sheet and a two-
handed catch rubric. Each team will keep track of how many passes they
connect in a row, with proper catching technique, without dropping the ball.
Ms. Smith (teacher-aide) will be recording today’s class on the iPad. I will
send that to you to review and do a thought-provoking assignment over the
weekend.

Hook-
I know we’ve had a lot of fun in this basketball unit so far, and today is
going to continue that with a new perspective on how we view ourselves
and each other. Let’s get started! Everyone, walk to the baseline for warm-
up!

Lesson Warm-Up (10 minutes): Differentiated Instruction

Development: Once the students are all on the baseline, they will
jog one lap around the basketball court and finish For students with a disability,
at the baseline they started at. On the whistle they will be allowed to have 5
(“start” signal) they will do the following “free” drops per game. If they
exercises for 30 seconds each (teacher will time are on a team with step
the 30 seconds and give the “stop” signal, 3 short restrictions, they will be
whistles, when time is up): jumping jacks, body allowed to take unlimited steps.
squats, burpees, front lunges, and high knees in If needed, students with a
place. Following those exercises, the students will disability will be assigned a
then do the following exercise to half court and peer partner where they will
back on the “start” signal: slides, carioca, butt operate as a “unit” within the
kicks, and skips. The teacher will demonstrate game.
each exercise before the students perform it.
Example: the teacher will demonstrate jumping
jacks, the students will perform the jumping jacks,
and then the teacher will demonstrate the body
squats.

After general warm-up is completed, all students

will remain lined up on the baseline and be given
the following directions from the teacher. The
teacher aide will begin recording at this point in
the class.

“Now we are going to begin our ‘awareness

warm-up’. We are going to have a sprint race
from this baseline to other baseline and back to
this baseline, but first I am going to give you a
few statements. If that statement applies to you, I
want you to take one step forward. When I give
the ‘start’ signal, the race will begin from where
you are standing. Does everyone understand? Are
there any questions? (Wait for students to ask
questions and answer as appropriate). Okay, great!
Now, here come the statements…
1. Your parents are married.
2. Your parents only work one job each or
only one needs to work.
3. You have home cooked dinners 4 or more
nights a week.
4. You have a laptop or computer at home.
5. You have your own bed.
6. You’ve never had to use hand-me-downs
from siblings or cousins.
7. You’ve never had to worry about being
evicted from/kicked out of your home or
apartment.

Now before I give you the ‘start’ signal, I want

you to take a look around the gym. Take a minute
to really process how this site makes you feel.
(Gives “start” signal after a few moments of
processing.)”

Debrief:
 For those that took less than two steps,
how did you feel seeing classmates a few
steps ahead of you?
 For those that took 4 or more steps, how
did you feel being ahead of everyone else?
 How does hearing those statements and
 seeing that some of your classmates have
to worry about those things make you
feel?
 Does anyone have any additional
thoughts, comments or feelings about that
warm-up?

Risk Management:
Students will be alert and attentive for the “start”
and “stop” signals. Students will be aware of
their surroundings and space when starting
exercises.

Transition:
Students will walk to the center of the gym and
have a seat in a semi-circle and wait for the
teacher to provide instructions for the activity.

Activity Instructions (6 minutes):

Today we will do are going to combine the skills
we learned early this week, the two-handed catch
and two-handed catch while moving to space or
cutting. First, we will have two students
demonstrate what the two-handed catch should
look like and then what it should looking like
when we incorporate movement. (Teacher will
pinpoint two middle level students to
demonstrate.) Good! Did you all see how they did
kept their eyes on the ball, they reached their arms
out towards the ball, and they brought the ball into
their body? Now for today’s game, I will put you
into teams of 4 (based on the “awareness warm-
up”). Some of the teams will be restricted to only
3 steps, while other teams will be able to move
freely within the boundaries. These privileges and
restrictions are based on what we learned about
each other in our warm-up. Keep aware of that
while playing the game! During our activity time,
we will do four 7-minute games. Each time a new
member of your team will become the tally and
rubric keeper. Each team will play defense and
offense during this game. Once the ball is stolen
by the defense or dropped by the offense, there
will be a 10 second grace period for the teams to
get set in their new position. Remember to stay
within the boundaries of the cones! Let’s have a
quick demonstration with 4 students (Teacher will
pinpoint four students to demonstrate.) Does
anyone have any questions about the game? (Wait
for questions.) Good! Now, I will read off the six
different teams. One member from teams 2, 4, and
6 will walk over to the basketball rack and get one
ball each. (Teacher will assign which mini court
each team will be in, who they are playing, and
which teams are restricted to 3 steps and which
are privileged to unlimited steps.) Once all teams
are set and ready in their courts, I will give the
“start” signal.

Before the “start” signal is given, the teacher will

give a final reminder of the cues, boundaries,
movement restrictions, and good sportsmanship.

Cues:
1. Keep eyes on ball
2. Reach arms out
3. Bring ball to the body

Checks for Understanding:

Teacher will ask if students have any question
after the instructions are given. Teacher will stop
the activity to clarify any misguided instructions
throughout the game if rules are not being
followed appropriately.

Risk Management:
Students will be aware of the boundaries they are
in at all times. Students will look before they run
into another team’s court if they’re ball goes out
of their boundaries.

Transition:
Students will walk to their designated court with
their teams and wait for the “start” signal.

Activity (30 minutes):

Students will begin the activity. After the first 7-
minute game, the students will then be given the
“stop” signal. They will switch out the teammate
that was the tally/rubric keeper. The “start” signal
will be given and the game will begin again. This
will repeat until every student has been a
tally/rubric keeper one time.

Ms. Smith will go around the gym and film each

game with the iPad. Teacher will go around the
gym and monitor each game to make sure students
are following the rules and observe their
reactions/frustrations with the restrictions.
 Teacher will provide cues, statements of
encouragement, and restriction reminders while
going around the gym.

Cues:
1. Keep eyes on ball
2. Reach arms out
3. Bring ball to body

Encouragement Statements:
Teacher will encourage students when they
perform a task well or are giving their best effort.
Example statement- “Great hustle, Suzy!
Excellent athletic stance when catching.”

Risk Management:
Students will be aware of the boundaries they are
in at all times. Students will look before they run
into another team’s court if they’re ball goes out
of their boundaries.

Transition:
Once the final “stop” signal is given, one student
per court will walk the basketball back to the rack
and one student per court will collect all of the
tally/rubric sheets. Students will then walk to the
baseline for a one lap cool down around the
court. Students will walk to the center of the court
and sit in a semi-circle around the teacher for
stretching and lesson review/debrief.

Lesson Review: Lesson Review, Debrief, and Cool Down (4 minutes):

Great job today, everyone! It looked like all of you were really giving your
best effort out there, despite some of you having restrictions. Today we
used the skills we learned this week about two-handed catching into a
dynamic game. We added a small twist, that hopefully got you all thinking
in a broader sense, as well. (Teacher will ask debrief questions and allow
for class discussion.) Wow, great thoughts and insights! For your
assignment this weekend, I want you to watch the video from today’s class.
Don’t worry, I will edit it so it won’t be more than 5-7 minutes! After
watching it, I want you to write a blog about either how it made you feel,
experiences you’ve had where you’ve been either behind the curve because
you don’t have those privileges or ahead of the curve because you do have
them, or a situation you’ve witnessed or experienced that, before today,
didn’t realize was because of your privilege (or lack of privilege.) E-mail
me your blog link before Monday’s class. This assignment will be graded
on the effort and thought you put into it! Great job today, class! See you all
tomorrow.
 Debrief Questions:
1. How many of you became frustrated with the restrictions? Did you
do anything to reduce that frustration?
2. When you were the tally/rubric keeper, what did you think watching
the game and having a team with an advantage? Did it seem fair or
unfair? Why?
3. Have any of you felt that frustrated feeling in another class that you
felt like other students somehow had an advantage over you on an
assignment?
4. Were your teams able to work together and encourage each other
despite the restrictions or non-restrictions?
5. Did any of you have an “eye opening” moment today?

References and Resources 1. Peter, D. (Oct. 14, 2017). Life of Privilege Explained in a $100 Race.
Used: Accessed on October 5, 2018. https://www.youtube.com/watch?
v=4K5fbQ1-zps
2. Manross, M. Activity Cues: Catching. Accessed on October 9, 2018.
https://www.pecentral.org/lessonideas/cues/archive9798/cues119798.html
PROFESSIONAL RESPONSIBILITY: TEACHER REFLECTION
Teacher
Reflection:

TALLY SHEET

Names ___________________________________________________________ Team # _____

Directions: Each person on the team will use this scoresheet to score one game. In the boxes below, tally
each completed pass your team makes using the proper two-handed catch technique. Continue tallying the
completed passes when your team steals the ball or the other team drops it.

GAME 1 GAME 2 GAME 3 GAME 4

TOTAL: TOTAL: TOTAL: TOTAL:

 RUBRIC SHEET

Name (Student Catching): ______________________________________________________________

Name (Student Assessing): _____________________________________________________________

Directions: Each student will assess one of their teammates based on the 3 two-handed catching cues.
Assessors will tally every time the catcher catches 3 out of 4 passes.

CUE 1 CUE 2 CUE 3

Student keeps their eyes on the Student reaches their arms out Student brings the ball into their
ball as it leaves the passers towards the ball as it is coming body once the ball is securely in
hands until it is safely in their towards them. their hands.
hands.

3 out of 4 completed catches: ____________________________________________________________

 GYM DIAGRAM

COURT 1 COURT 2

COURT 3