Teacher Candidate: Taylor Mann School: Boces Date: 10/12/18

Unit/Activity: Basketball Grade: 6th

Lesson Plan
4 of 7 NYS/National Central Focus (entire lesson segment): dribbling while moving through space
Standards Student: K.M.
Lesson Focus: manipulative movements
National Outcomes: S4.M7.6 / S3.M15.6 / S1.M8.6 /
Objectives
Assessment Tool Length of class: 50 mins
Situation / Task / Criteria
Teaching Styles:
Psychomotor During class, the student will dribble a basketball in open space with eyes forward Cooperative
1/1a Informal checklist
Domain while correctly spelling words.

Student will show respect by participating with the teacher candidate throughout
Affective class.
4/1b Informal checklist
Domain

Student will demonstrate understanding by verbally announcing what skill will be

Cognitive
2/3 performed before doing so throughout class.
Informal checklist
Domain
Basketball, poly spots, rope, white board, markers, extra clothes for her to participate,
Equipment
shoes, step tracker, matching pictures
Student will remain safe at all times by following directions, performing the activities References (e.g. Book, course packet, pg #, complete web address URL):
Safety Statement 2c/4 as instructed and being aware of self-space at all times. National standards and grade level outcomes book.
355 textbook page 97

At the beginning and end of class, student will take her heart rate for 15 seconds Informal checklist
Fitness objective 1/3a
and multiply that number by four to get her heart rate.

Adaptations,
Lesson Time Organization Assessments, Reminders
Description
Components (mins) CFU, Academic Language,
Alignment to objectives
Dribbling, fitness, poly spot, rope,
Stand with student
Pick the student up from the bus at 12:30 and bring her upstairs to the gym. If she doesn’t have the proper clothes offer her the extras rebound, shooting, matching,
Instant Activity 5 in the area we
that you brought. jogging, pathways, curved, zig zag,
picked
straight.
3 Transition Take her to the bathroom to change her clothes and then go back to the gym to get started. Use the empty gym across the hall.
Introduction, Have the student
Ask her how her day went and how school was. Remind her that we went over three pathways last class (straight, curved and zig zag)
Signal for stand on a line and
and that we will be using them again today. We are going to be working on dribbling the basketball in different pathways while Reminder her to wear sneakers if
Attention, 5 walk with her
keeping our eyes up. Once we get through the pathway we are going to shoot the basketball then continue back through the same she comes in with flip flops again.
Hook, while performing
pathway.
Expectations the activities
3 Transition Get a drink of water
Have the student
stand on a line and
Fitness Activity 10 walk with her Check the packet from last week to see how many steps she has taken. Written assessment
while performing
the activities
 3 Transition Stretch and ask her what pathway she wants to start with. (straight, curved, zig zag)
Learning Tasks Cues (Refinements) – Variations / Modification –
Adaptations,
a) For each learning task, please describe demonstrations and/or Simple words to Add variations to the learning tasks to make it
Assessments, Reminders
questions that will facilitate student learning and engagement. improve performance easier and harder according to needs and abilities
CFU, Academic Language,
b) Describe the learning task. E.g. Hit the ball over the net to your and understanding. of the students (lower and higher skilled students).
Alignment to objectives
partner 10 times. E.g. Eyes at target
a. Get two poly spots and put them on the ground. Have her stand on one and you stand on the other. Dribble the
2 Task #1
basketball in place while counting as high as you can. When she stops, ask her if she can beat her first number.
Have the student b. Put pictures on the wall and ask her to look at 1. eyes forward
stand on a line and them while she dribbles (this works on keeping her 2. take it slow Easier – give her a number to reach
2 walk with her eyes up) after 30 seconds to a minute ask her to 3. arms out for balance Informal assessment
while performing describe what is happening in each picture. Harder – have her walk different pathways
the activities
Get a drink if needed, otherwise perform the next skill
1 Transition
a. Now add in the doubles of the pictures and have her start dribbling again. This time ask her to dribble next to the rope of
2 Task #2 the pathway she chooses to start with. When she finishes dribbling in the pathway, have her go to the next one and then the Informal assessment
third. Each time she starts a new pathway remind her to look at the pictures on the wall.
Have the student b. when she finishes the last pathway turn over all 1. eyes forward
stand on a line and the pictures and have her dribble over. When she 2. pathways Easier – Only work on one pathway at a time
2 walk with her gets over to the pictures have her turn one over at a 3. space
while performing time to try to match the pictures. Harder – time her and have her try to beat her time
the activities
Water
1 Transition
a. Using the same pathways as before, set them up in front of the hoop. This time have her dribble through one pathway and
2 Task #3 then at the end take a shot. After she shoots, she should get her rebound and then dribble to the next pathway and do the Informal assessment
same.
Have the student 1. walk
stand on a line and b. After she completes all three pathways, have her 2. dribble Easier –no running
2 walk with her try to jog and dribble through the pathways. 3. jog
while performing Harder – time her to see how fast she can go
the activities
1 Transition
water
2 Task #4 a. Jog through all the pathways while dribbling and taking a shot at the end. Informal assessment
Have the student b. Go through all 3 pathways and then take one 1. eyes Easier – walking
stand on a line and shot at the end. 2. jog
2 walk with her 3.shot Harder – try with non-dominant hand
while performing
the activities
1 Transition water
Task #5 a. Give her the ropes and ask her to make her own pathways. Informal assessment
Have the student b. Have her dribble with her dominant hand 1. Create
stand on a line and through her own pathway that she created and at 2.pathways Easier – create the pathway for her
walk with her the end shoot the ball. Have her make another 3. shoot
while performing pathway and repeat the process. Harder – use non-dominant hand
the activities
Lesson Closure,
Take her to the bathroom to change back in to her regular clothes and then ask her what she enjoyed doing today, tell her she did a
Hook to Next 2
great job and ask if she had fun. Have her help collect any equipment and walk her down stairs to the bus.
Lesson