AUTHORS NAME _Luis Carrillo___________________________ DATE __11/1/2017______

SINGLE SUBJECT LESSON TEMPLATE

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BACKGROUND INFORMATION
1. TITLE OF LESSON: Multicultural Sitting Volleyball

2. CURRICULUM AREA & GRADE LEVEL: Exercise Nutrition Science Grade 9

3. DATE OF LESSON/TIME NEEDED: 11/29/2017 / 90 minutes

4. RESOURCES: Attach materials needed to implement the lesson - e.g., power point presentation, text, graphic organizer
a. Volleyball and Modified Volleyball Court (Pickleball Nets)
b. Instructional Video Invictus Games
c. iPads/Whiteboard
d. Translated Instructions for EL

CENTRAL FOCUS OF LESSON

5. CA PHYSICAL EDUCATION STANDARDS
Standard 3.4: Explain and analyze the role of individual attitude, motivation, and determination in achieving personal
satisfaction from challenging physical activities.

6. CA ELD STANDARD(S):
ELD (English Language Development) Standards: Grades 9-10
Justifying and Arguing/ ideas (Bridging level)
Express attitude and opinions or temper statements with a variety of familiar modal expressions.

7. BIG IDEA/ENDURING UNDERSTANDING: Why this material is important to teach; how it fits in with the unit
Learning to develop empathy for individuals with a physical disability.

8. ESSENTIAL QUESTIONS: Open-ended, arguable questions that organize the purpose of learning
a. What socioeconomic level do people with disabilities come from?
b. What sports do people with physical disabilities participate in?
c. Are there career limitations for people with disabilities?

EVIDENCE OF LEARNING
9. OBJECTIVE(S) OR LEARNING GOAL(S): Choose one: Cognitive, Affective, Psychomotor or Language Development
Cognitive After scholars participate in sitting volleyball game, SWBAT analyze the role of individual attitude, motivation and
determination, in achieving personal satisfaction from physical activities by writing a reflective opinion paragraph.

Language Development- After scholars watch a video on physically disabled athletes and participate in sitting volleyball game,
SWBAT express individual attitudes and opinions using familiar modal expressions in a written paragraph.

10. ASSESSMENT(S): Choose one: Diagnostic - entry level, Formative - progress-monitoring or Summative evaluative
Formative

INSTRUCTIONAL AND LEARNING TASKS

11. INSTRUCTIONAL TASKS: Teacher Steps
1. Anticipatory Set
1. Instructor will show an introductory video about the
Invictus Games for people with disabilities, including
sitting volleyball game. (5 minutes)
https://youtu.be/E2t_1A0L3Wg
2. Through-Instruction
2. 1a.Instructor will explain that scholars they need to
write reflective paragraph answering the three focus
questions based on their attitudes and opinions on the
12. LEARNING TASKS: Student Steps
1. Anticipatory Set
1. Scholars will watch an introductory video about the
Invictus Games for people with disabilities, including sitting
volleyball game. (5 minutes)
2. Through-Instruction
2. a.&b. Scholars will write a reflective piece answering the
three focus questions based on their attitudes, prior
knowledge, and opinions on the three focus questions. (15
 topic. (10 minutes)
b. Instructor will read aloud an example of a written
paragraph of what they are expected to write.
(3 minutes)
*Mayra EL- will be given a translated printed sheet
containing the focus questions and explanation of the
activity to facilitate her understanding, as it takes her
longer to translate English only texts.
3. Through-Guided Practice
3. a. Instructor will go over the rules and etiquette of the
sitting volleyball game and place scholars into teams.
4. Independent Practice
4. a. Instructor will have students participate in a sitting
volleyball game, in which they are not allowed to use
their legs to simulate a person with a disability. From
this experience students can develop empathy towards
disabled persons. (25 minutes)
5. Closure
5. The instructor has the scholars get into groups of four
and think of 2-3 different aspects they found difficult or
challenging about the activity. (5 minutes)
6. Beyond - Transfer
6. Instructor asks what can we learn from this activity?
Discuss some issues, solutions to the issues, or new
ideas that we can implement in our daily lives to
accommodate people with disabilities. Answers will be
written by the students on the whiteboard.
(5 minutes)
REFLECTION AFTER THE LESSON: Overall, how did the whole class achieve the learning goals? In particular, how did your
special needs and English learners achieve the learning goals? To what degree were your assessments helpful in determining
students understanding? To what degree did the lesson engage students? What did you do differently from one class to the next?
What will you do differently next time you teach this lesson?
minutes)
*Mayra EL- will be given a translated printed sheet
containing the focus questions and explanation of the
activity to facilitate her understanding, as it takes her
longer to translate English only texts.
-Instructor will pass out sheet to Mayra before class
starts to allow ample time for questions if needed
3. Through-Guided Practice
3. a. Scholars will placed into teams and participate in
the sitting volleyball game.
.
Independent Practice
4. a. Scholars with participate in the Sitting Volleyball game
with members of their squad and rotate to a different
court when prompted by the instructor . (25 minutes)
Beyond- Closure
5. Scholars will get into groups of four and think of 2-3
different aspects of the game they found difficult or
challenging about the activity they participated in.
(5 minutes)
Beyond - Transfer
6. Scholars share what they learned from the activity.
Scholars will write their responses on a whiteboard
divided into three columns 1. Issues 2. Solution to
Issues 3. New Ideas we can implement to accommodate
people with disabilities. (5 minutes)
Name Luis Carrillo School Del Lago Academy Semester Fall 2017

CLASS PROFILE: CONTEXT FOR LEARNING INFORMATION (edTPA and BTSA)

Respond to the prompts below (no more than 4 single-spaced pages, including prompts) by typing your
responses within the brackets following each prompt.
Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.
About the School Where You Are Teaching
1. In what type of school do you teach? (Type an X next to the appropriate description; if other applies,
provide a brief description.)
Middle school: _____
High school: X
Other (please describe): _____

Urban: X
Suburban: _____
Rural: _____
2. List any special features of your school or classroom setting (e.g., charter, co-teaching, themed magnet,
remedial course, honors course) that will affect your teaching in this learning segment. It is an applied
sciences academy, where students collaborate with their fellow scholars to create a community.
Parents must apply for enrollment and students are chosen at random through a lottery system.

3. Describe any district, school, or cooperating teacher requirements or expectations that might affect your
planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional
strategies, or standardized tests.
The ENS schedule is different than your typical physical education schedules. Scholars are
not taught using 4-week periods to cover a content sport, such as volleyball. Instead the curriculum focuses on
five different areas of instruction, one per day. Monday-Personal Wellness, Tuesday- Cardiovascular Strength,
Wednesday- Health Science, Thursday-Muscular Strength, and Friday-Lifetime Activities.

About the Class

1. What is the name of this course? Exercise Nutrition Science
2. What is the length of the course? (Type an X next to the appropriate description; if other applies, provide
a brief description.)
One semester: X
One year: _____
Other (please describe): _____
3. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)?
Monday & Friday (85-90 Mins) Tuesday, Wednesday, and Thursday (75 mins)
4. Is there any ability grouping or tracking in your subject area? If so, please describe how it affects your
class. None
5. Identify any textbook or instructional program you primarily use for subject area instruction. If a textbook,
please provide the title, publisher, and date of publication.
National Institutes of Health CDE Resource, Safe and Healthy Kids Programs Office CDE
Resource, Scholars will be provided with a variety of in-class print resources as well as a variety of
web-based resources containing the latest health and fitness related information.
6. List other resources (e.g., electronic white board, graphing calculators, online resources) you use for
subject area instruction in this class.
Overhead Projector, Wireless Headset Microphone, Mobile Whiteboard, Fitness Center, Multiple
iPad Videos, Hikau Application for Assignments, Homework, and Competencies, Whistle,

About the Students in the Class

1. Grade-level composition (e.g., all seventh grade; 2 sophomores and 30 juniors): 35 Freshman
2. Number of
students in the class: 35
males:17 females: 18
3. Complete your Class Profile & the Summary of your Students with Special Learning Needs Chart

a. Create a Class Profile with information on each of your students. Use Chart below. 1st Period
Student Student EL/IEP/504 Plans: Learning Profile Interests Supports, Accommodations,
Name Label & Classification,Need Modifications, Pertinent IEP
Level: EL, Readiness Goals
IEP or 504
Jose Example: Example: Struggling Example: Visual Example: Surfing Close monitoring, translating
EL CELDT Reader processing information in word problems into
Level 3 sketches
1. Stephany
English Physical Soccer and Netflix
Speaker Kinesthetic
2. Gabriella English Visual Spatial Drawing and Writing
Speaker
3. Yusuf English Visual Spatial Taekwondo
Speaker
4. Nico English Visual Spatial Fencing
Speaker
5. Ruby English Visual Spatial Anime and Volleyball
Speaker
6. Daniel English Visual Spatial Soccer
Speaker
7. Kavin English Struggles to stay Physical Basketball Close Monitoring, Positive
Speaker on task Kinesthetic Reinforcement
8. Cya English Physical Baking and Basketball
Speaker Kinesthetic
9. Cole English Social Motorcycles
Speaker Interpersonal
10. Bella English Visual Spatial Surf and Swimming
Speaker
11, Sarai English Visual Spatial Swimming and
Speaker Volleyball
12.Dominic English Verbal Video Games
Speaker Linguistic
13.Vianey English Struggles with Visual Spatial Art and Running Allow additional time to
Speaker reading and complete her assignments.
writing Graphic Organizers.
14.Ekrayyem English Mathematical Math and Karate
Speaker Logical
15.Bryan English Visual Spatial Art and Social Media
Speaker
16. Foster English IEP for learning Visual Spatial Lacrosse and Monitor IPAD usage. Allow
 Speaker disability Computers breaks to have student re-
engage with task at hand.
17. Ashley English Visual Spatial Paint, Bake, and Piano
Speaker
18.Isabel English Visual Spatial Watching TV
Speaker
19. Melissa English Visual Spatial Family and Friends
Speaker
20. Citlali English Visual Spatial Savansana Pose and
Speaker Reading
21. Tristan English Visual Spatial Video Games
Speaker
22. Sarina English Visual Spatial Drama and Culinary
Speaker
23. John English Verbal Computers and Video
Speaker Linguistic Games
24. Camila English Visual Spatial Jogging and Netflix
Speaker
25.Sebastian English Mathematical Wrestling and
Speaker Logical Swimming
26. Joshua English Behavioral Issues Visual Spatial Bass and Talk to him one on one.
Speaker due to Home Skateboarding Check in. Remind him he is
Situation capable of reaching his goals
27.Casandra English Physical Youtube Conspiracy
Speaker Kinesthetic Theories
28.Daniella English Visual Spatial Drawing and
Speaker Gymnastics
29.America English Social Watching Football and
Speaker Interpersonal Science
30. Alberto English Social Football and Dogs
Speaker Interpersonal
31. Erick English Visual Spatial Soccer and Math
Speaker
32. Oscar English Physical Watching and Playing
Speaker Kinesthetic Soccer
33. Mayra EL Struggling with Solitary Drawing and Art Close Monitoring,
English Language Intrapersonal Modifications to allow
comprehension participation.
34. Ryan English Physical Visual Spatial Science and Video Close Monitoring,
Speaker Impediment Games Modifications to allow
participation
35 Haley English Visual Spatial Art, Paintings, and
Speaker Family

4th Period
Student Student EL/IEP/504 Plans: Learning Profile Interests Supports, Accommodations,
Name Label & Classification,Need Modifications, Pertinent IEP
Level: EL, Readiness Goals
IEP or 504
1. Alexander English Physical Horseback Riding &
Speaker Kinesthetic Rock Climbing
2. Hector English Mathematical Math and Soccer
Speaker Logical
3. Eduardo English Visual Spatial Working out and
Speaker Nayarit, Mexico
4. Marcos English Visual Spatial Reading and Playing
Speaker Violin
5. Melanie English Solitary Jogging and Playing
Speaker Intrapersonal Piano
6. Kaylin English Visual Spatial The Beach and Soccer
Speaker
7. Autumn English Visual Spatial Bike Riding and Video
Speaker Games
8. Juliana English Physical Science and Horseback
Speaker Kinesthetic Riding
9. Ashley English Visual Spatial Swimming, Math, and
Speaker Reading
10. Brian English Physical Art and Making Things
Speaker Kinesthetic
11. Tyler English Solitary Video Games & Math
Speaker Intrapersonal
12. Jason English Visual Spatial Science & Soccer
Speaker
13. David English Visual Spatial Taekwondo, Jiu Jitsu,
Speaker Gaming
14.Katherine English Verbal Drawing, Crocheting,&
Speaker Linguistic Writing
15. Chyle English Struggles to stay Physical Motocross & Football Close Monitoring, Positive
Speaker on task Kinesthetic Reinforcement, &
Constructive Corrective
Feedback
16. Abigail English Social IEP Physical Volleyball IEP goal is to be more
Speaker Kinesthetic sociable. Encourage
interaction in groups.
Engage in conversation.
17. Maritza English Visual Spatial Reading & Writing
Speaker
18. Melody English Visual Spatial Entomology and
Speaker Puzzles
19. Nadine English Aural (auditory Singing and Playing
Speaker musical) Soccer
20. Sarai English Aural (auditory Traveling and Soccer
Speaker musical)
21. Ethan English Physical Weightlifting and
Speaker Kinesthetic Drawing
22. Ryan English Visual Spatial Competitive Racing &
Speaker Swimming
23. Elizabeth English Visual Spatial Photography and
Speaker Horseback Riding
24. Angel #1 English Visual Spatial Soccer & Video Games
Speaker
25. Madison English Visual Spatial Painting & Listening to
Speaker Music
26. Lizbeth English Visual Spatial Volleyball and Eating
Speaker
27. Michael English Visual Spatial Basketball and Video
Speaker Games
28. Jordyn English Visual Spatial Basketball and
Speaker Photography
29. Prescilla English Visual Spatial Making music, Singing
Speaker & Dancing
30 Maya English Aural (auditory Cooking, Swimming, &
Speaker musical) Surfing
31 Beto English Visual Spatial Dodgeball & Science
Speaker
32. Jairo English Visual Spatial Plays Drums
Speaker
33. Angel #2 English Mathematical Watching and Playing
Speaker Logical Soccer
34. Jasmin English Visual Spatial Making Accessories
Speaker
35. Karol English Visual Spatial Science and Video
Speaker Games
36. Jorge English Visual Spatial Trough and Catch
Speaker
37. Jazmin English Visual Spatial Knotts Berry Farm and
Speaker Reading
38. Hunter English Visual Spatial
Speaker
39. Randi English
Speaker

b. Complete the chart below to summarize required or needed supports, accommodations, or modifications
for your students that will affect your instruction in this learning segment. As needed, consult with your
cooperating teacher to complete the chart. Some rows have been completed in italics as examples. Use as
many rows as you need.

Consider the variety of learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment (e.g., English language learners, gifted
students needing greater support or challenge, students with Individualized Education Programs [IEPs] or
504 plans, struggling readers, underperforming students or those with gaps in academic knowledge).

Students with Specific Learning Needs

IEP/504 Plans: Number Supports, Accommodations, Modifications, Pertinent IEP
Classifications/Needs of Goals
Students
Example: Visual processing Close monitoring, translating information in word problems into
sketches
English Language Learner 1 Translate English to Spanish, Pair with Bilingual Student
Physically Impaired 2 Close Monitoring, Modifications to allow participation
Struggles to Stay on Task 1 Close Monitoring, Positive Reinforcement
Other Learning Needs Number of Supports, Accommodations, Modifications
Students
Example: Struggling readers 5 Provide oral explanations for directions and simplified text for word
problems
Preguntas Esnciales de Hoy (Translated Essential Questions for EL.)
Eescribe un prrafo reflectivo contestando las siguientes preguntas:

a. What socioeconomic level do people with disabilities come from?

1. De que nivel socio-econmico vienen las personas con discapacidades?

b. What sports do people with physical disabilities participate in?

2. Cules son los deportes en el que participan personas con discapacidades?

c. Are there career limitations for people with disabilities?

3. Existen limitaciones en carreras profesionales para personas con discapacidades?

Instrucciones Para Hoy (Instructions for today translated for EL)

Miraremos un video de los Juegos Invictus en tu iPad
Completaremos un discusin en grupo sobre las personas con discapacidades, en donde intentaremos contestar
las preguntas esnciales previamente mencionadas en un prrafo.
Participaras en juego de volibol en posicin sentada.
Tendremos una discusin en grupo al termino del juego para recopilar lo que aprendimos hoy.
 2017 Single Subject Lesson Design Rubric
With additional criteria in BOLD for the SDAIE Multicultural Lesson Plan due in EDSS 555

Name: Luis Carrillo

Lesson Title: Sitting Volleyball/ Invictus Games
Date:11/29/2017

Multicultural Resource: (e.g. provide a APA formatted reference, link to a page on a website)

How the Multicultural Resource is used in the lesson: (e.g. as the basis of the entire lesson, in the Anticipatory Set, in
the Closure)

See Lesson Design Resources Website for more details: http://lessoninstructions.weebly.com/

Design Component Approaching
& Criteria
BACKGROUND INFO Provides a title that is related to & addresses the unit it belongs
Title, Curriculum Area the lesson activity
& Grade Level
Resources All instructional materials
needed to implement the lesson are needed to implement the
1 point are listed.
CENTRAL FOCUS Identifies the CA and ELD
Standards, Enduring Standards and describes the
Understandings & rationale for teaching this lesson
Essential Questions (big ideas- enduring
understandings, essential
3 points questions) AND provides
appropriate proficiency level(s)
of the ELD Standard based on
identified EL student
information
EVIDENCE OF Both CA Content and ELD
LEARNING Standards are addressed in an
Objectives & objective that contains a
Assessments condition, verb, and criteria and
is assessed at the appropriate
8 points proficiency level(s) for the
identified EL students in the
class
INSTRUCTIONAL & Provide a list of steps the
LEARNING TASKS teacher will take to implement
the lesson and describes what
8 points the students will do during the
instructional steps, AND
includes appropriate SDAIE
strategies for the identified ELs
in the class
Self-Evaluation Provides a copy of the rubric
(10% will be deducted with the lesson plan
if not included)
Meets
(includes the criteria for
Approaching)
to and in what curriculum area
and grade
All instructional materials that
lesson are listed and described.
& addresses how the
instructional strategies and the
student activities are suited to
meet the standard and objective
of the lesson INCLUDING
appropriate proficiency level(s)
of the ELD Standard based on
identified EL student
information
& each objective is labeled by the
type (cognitive, affective,
psychomotor or language), the
number of the standard it
addresses and the type of
assessment is labeled
(diagnostic, formative or
summative) AND is
differentiated at the appropriate
proficiency level(s) for the
identified EL students in the
class
& underlines or highlights the
differentiation strategies for
specific students (content,
process &/or product), including
appropriate SDAIE strategies for
the identified ELs in the class as
well as how ELs have access to
academic language
& highlights or circles the
evaluated criteria for each lesson
component
Exceeds
(includes the criteria for
Approaching & Meets)
& describes where it fits within a
unit plan, i.e. Third lesson in a 4-
week unit on Colonization.
& all materials listed for the unit
are listed and provided, such as
power point, graphic organizer,
sample student work, assignment
rubric, quiz...
& explains how the assessment is
a valid (authentic) and reliable
(consistent) way to assess
student learning. AND is
appropriate for the proficiency
level(s) of the ELD Standard
based on identified EL student
information
& expectations are clearly
communicated to students via
rubric, model or sample student
work, AND is differentiated at
the appropriate proficiency
level(s) for the identified EL
students in the class
& provides a written script for
teacher and times for each
student activity including
appropriate SDAIE strategies for
the identified ELs in the class as
well as how ELs have access to
academic language.
& provides evidence for each
criteria marked.