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Teacher Candidate:

UW-Platteville HPE Program Physical Education Lesson Plan Template


Lesson Title Basketball
Unit Basketball
Day# 3
Grade level(s)/Course 2nd 3rd grade
Date taught March 11th, 2015
Textbook, Instructional Program, or Web Resource referenced to guide your instruction
Title Lesson taught from own knowledge of the game
Publisher
Date of Publication
District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction.
Onalaska School District
Cooperating teacher Kimmi Muellenberg
Amount of time devoted each day or week in your classroom to the content or topic of your instruction.
30 minutes
Describe how ability grouping or tracking (if any) affects your planning and teaching of this content.
List any other special features of your school or classroom that will affect the teaching of this lesson.
None

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS

Total # of students 3
Special Needs Students:
Category

# of Males
Number of
Students

# of Females
Accommodations and/or pertinent IEP Objectives

Students with IEPs

English Language Learners

Gifted and Talented

504

Autism or other special needs


(Emotional-Behavioral
Disorders)

Use information here to complete the DifferentiatedInstructionand Classroom Management prompt within actual lesson plan.

INFORMATION ABOUT THE LESSON


Content Strand Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the
learning and performance of physical activities.
Enduring Understanding and/or Essential Question
The students will build on the skills of shooting during the different activities and drills during the third lesson of the six on
basketball skills.
GLE and Symbolic Notation
DOK =

1:1:B3 Controls an object using feet,


hands, or implement to a target (dribble,
throw, catch, kick, strike).

Level 2 = Basic Application of Skills/Concepts

4:1:B1 Passes and catches a variety of


objects with a partner while stationary and
moving.

Level 2 = Basic Application of Skills/Concepts

4:1:B3 Manipulates a ball at moderate to


fast speeds, while maintaining control of the
ball in drills and game play.

Level 2 = Basic Application of Skills/Concepts

Student Learning Outcomes


At the end of the lesson students will be able to apply previous knowledge of shooting during basketball drills, and shooting stations,
advancing their understanding of manipulation skills related to basketball. This will help them be successful in the final lessons
that deal with combining shooting with other skills that are game related.
Academic Language Content specific terms:
BEEF
Balance, Eyes, Elbows, Follow through

Process terms:
Actively engaged, active listening, participation

Prior Learning/Prior Thinking


I predict my students while shooting; will use a different form of shooting or and incorrect form instead of proper technique of
using the BEEF technique for an accurate and quality shot at a basket. To eliminate this, I will demonstrate the proper technique
while giving cues before starting the activity.

ASSESSMENTBEFORETHELESSON
Preassessment
InthebeginningoftheclassIwillaskthestudentsiftheyrememberthepropertechniqueofpassinganddribbling
CansomeonetellmewhatBEEFstandsfor?
Whatarethebasiccuesofshootingweexplainedtodayinclass?
Whattypesofshotsaretheirwhenshootingthebasketball?
Theseandotherquestionswillhelpinformmeofmystudentsabilitiesandknowledge.Thiswillgivemeabasicstartpointandwillhelpmefocus
onwhattoworkonthemost.

LESSON PLAN OBJECTIVES AND LIFE SKILLS


1.

Skill Development
BasicSkillInstruction

TSWrefinetheirbasketballskillsduringthe
lessonbyparticipatingtotheirfullestability.

Fitness Benefits
3. SkillRelatedFitness
TSW practice the skills of coordination, balance, reaction time,
agility, and speed throughout the lesson during the activities.

4. HealthRelatedFitness
TSW improve their cardiovascular and muscular endurance by
2. ApplicationofSkills
participating to their fullest in all of the activities.
TSW apply previous knowledge of shooting the
basketball while incorporating these skills during
the variety of stations throughout the lesson

Introduction
Total time: 5-10 minutes
LessonObjective(s):1

ShootingIntroduction

Formations / Cues

Life Skills
5. Effort
TSWgivefulleffortduringeachshootingstationinorder
tobesuccessfulduringtherestofthebasketballunit
6. GoalSetting
TSW set a goal of successfully performing the correct
shooting form while at each station
7.

Communication

Assessment

Studentswillbeintroducedtoshootingthebasketball, Assessment of warm up will be done through


goingoverthedribblingcuesanddemonstratingtothem observation.
thecorrectandincorrectforms.

Planned Transitions
After talking about shooting form and types
of shots students will get into groups and be
assigned to a station to start at

Main Activities /
Total time: 20-25 minutes

Formations / Cues

Assessment

Lessonobjective(s):
ShootingDemonstration

Shooting(BEEF):
BBalance:
EEyes:
EElbow:
FFollowthrough:
1.Balance, requires a shooter to be as well-balanced as
possible when lining up a shot.
2. Eyes should always been on "target," meaning that
rather than on the ball, a shooter should be looking
directly at where he intends the ball to go
3. Elbow or elbows of the arm(s) holding the ball should
be straight, directly beneath the hand and the basketball
4. A good follow-through is essential; it helps reinforce
the entire shooting motion and stabilizes the direction of
the shot.

Shooting Stations
Free Throw Contest
- Ten shots, how many baskets can you make
out of ten tries? Work against a partner or
alone to shoot 10 free throws, try and beat
your old score when done.
Basketball Shoot Out
- How many baskets can you make in one
minute? Partner passes you the ball and
counts how many you can make in a minute
(partner keep tracks of time)
Basketball 21
- 5-3-1- scoring system is in effect. The first
shot is taken from the foul line = 5 points,
second shot is taken from wherever the ball
is caught on first bounce = 3 points, third
shot is taken from first bounce = 1 point.
Start again at foul line until you get to 21.

Correctformwillbeobservedthrough
observations,whichischaracterizedbyusingthe
BEEFtechniqueintodayslesson

Aligns with #2,4,6,7


Planned Transitions: TSW put the
basketballs away correctly and neatly to be
able to get a drink and line up to leave.

Cooldown /
Totaltime:12minutes
Lessonobjective(s):
Reviewobjectivesintodaylesson

Formations/AssessmentStrategy
Questionstodiscuss:
Didyouenjoytheseactivities?
Wasitchallenging?Whatmadeitchallenging?
Whatdidyouhavetodotobesuccessfulatthisactivity?Cues?
DemonstrateBEEFtechnique

Assessment at the end of the lesson


Assessment will take place throughout the entire lesson. Students will learn the proper skills used in the games and activities dealing with shooting the ball and be
able to practice and demonstrate those skills to the teacher and perform the tasks. Students will be assessed through question and answer throughout the lesson.

Formative: Observation
Summative: Question/Answer
Equipment needs
Basketballsforallstudents,cones,purplecards

Safety Considerations

DifferentiatedInstruction
Modifyequipmentgettingdifferentsizedballs
Modifytaskshootingclosertobasketthenatthefreethrowline

When shooting make sure to keep eyes up not to run into other
classmates when rebounding the ball
Be aware of basketballs rolling on the ground not to trip or fall
Dont kick any of the basketballs
Be careful not to run into any other students when going for the ball

Modifyinstructionstudentwilldemonstratedribblingduringtheconedrills.
Usingavarietysizedballssostudentsaresuccessfulatmakingbasketsandpassingtopartners.

ClassroomManagement/DemocraticPractices
The lesson its self should provide for a positive learning environment because the equipment being incorporated into the lesson is new and fun for
them.