out of 16 attempts. This will determine if more time on a certain skill is necessary or if we can move on to other drills. Assessment Plan Table Learning Assessments Format of Assessments Adaptations Goal 1: The Checklist: a chart with If a student is physically student will be boxes for three trials for disabled from the waist able to Pre-Assessment the student to complete down, the lesson can be demonstrate a (Backhand throw) each skill cue. modified by allowing the backhand Frisbee student to be seated and showing Checklist: Observing perform the task from a correct form at students during drills and modified distance. Keep least 9 out of 12 Formative game play filling out a activities and drills attempts when Assessment checklist. The checklist interesting and short to completing the assesses the students on keep student focus and post assessment the skill cues and attention throughout the at the end of the determines how much lesson if a student unit. The student Post-Assessment they improve each day demonstrates ADHD or will be able to (Backhand throw) and what areas they still ADD traits. Visuals and a demonstrate the need improvement on. translator will help assist following cues: This way we can students where English is step across the determine what major not their first language. body, bring the skills to focus on each day. arm across the
out of 16 attempts. This will determine if more time on a certain skill is necessary or if we can move on to other drills. Assessment Plan Table Learning Assessments Format of Assessments Adaptations Goal 1: The student will be able to demonstrate a backhand Frisbee showing correct form at least 9 out of 12 attempts when completing the post assessment at the end of the unit. The student will be able to demonstrate the following cues: step across the body, bring the arm across the Pre-Assessment (Backhand throw) Formative Assessment Post-Assessment (Backhand throw) Checklist: a chart with boxes for three trials for the student to complete each skill cue. Checklist: Observing students during drills and game play filling out a checklist. The checklist assesses the students on the skill cues and determines how much they improve each day and what areas they still need improvement on. This way we can determine what major skills to focus on each day. If a student is physically disabled from the waist down, the lesson can be modified by allowing the student to be seated and perform the task from a modified distance. Keep activities and drills interesting and short to keep student focus and attention throughout the lesson if a student demonstrates ADHD or ADD traits. Visuals and a translator will help assist students where English is not their first language.
Teacher-Work-Sample.docx