Teacher Candidate(s): Sami Bott School: SUNY Cortland Date: March 2, 2020

Unit/Activity: Basketball Grade: 1st and 2nd grade

Lesson Plan
NYS/National Central Focus (entire lesson segment) : Assessment Day 2
2 of 8 # in class: Isabella and Levi
Standards Lesson Focus: By the end of class Levi and Isabella will be able to dribble a modified ball with proper form, list four cues for
basketball, and cheer each other on when shooting a basket effectively.
National Outcomes: S3.E3.1, S1.E1.1, S4.E4.1
Objectives
Assessment Tool Length of class: 50 mins
Situation / Task / Criteria
Teaching Styles:
Psychomotor By the end of the lesson, Levi and Isabella will be able dribble a basketball with Command
3 TGMD-3
Domain correct form.

Affective
1 Isabella and Levi will cheer each other on during game play effectively. Informal Assessment
Domain

At the end of the lesson, Isabella and Levi will be able say the four cues for
4 basketball correctly.
Cognitive
Informal Assessment
Domain List of
Academic Fingertips, Yo-Yo, Basket, Shoot
Language Used
Fitness Objective Equipment:
Health/Skill 3 Levi and Isabella will be getting their heart rates up during game play effectively. Informal Assessment 10 easy balls for dribbling
PM/Cogn 1 little hoop
Music (Speaker)
Common Core CC Standard Tape
Standards 5 Hoops
1 pool noodle
To ensure safety we will stay an arm’s length away from each other during game play References(e.g. Book, course packet, pg #, complete web address URL):
Safety Statement / https://www.lisdtx.org/cms/lib/TX02215761/Centricity/Shared/Sc
hool%20Health/Basketball%20k-1.pdf
NYS Learning Standard 1 – Personal Health and Fitness: Students will have the necessary knowledge and skills to establish and maintain physical fitness,
participate in physical activity, and maintain personal health.
1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities. National Standards – The physically literate individual:
1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition 1. Demonstrates competency in a variety of motor skills and movement patterns.
NYS Learning Standard 2– A Safe and Healthy Environment: Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy 2. Applies knowledge of concepts, principles, strategies and tactics related to movement
environment. and performance.
2A. Students will demonstrate responsible personal and social behavior while engaged in physical activity. They will understand that physical activity provides the 3. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing
opportunity for enjoyment, challenge, self-expression, and communication. level of physical activity and fitness.
2B. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants. 4. Exhibits responsible personal and social behavior that respects self and others.
NYS Learning Standard 3– Resource Management: Students will understand and be able to manage their personal and community resources. 5. Recognizes the value of physical activity for health, enjoyment, challenge, self-
3A. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. expression, and/or social interaction.
3B. Students will be informed consumers and be able to evaluate facilities and programs.
3C. Students will also be aware of career options in the field of physical fitness and sports
 Adaptations,
Lesson Time Organization Assessments, Reminders
Description
Components (mins) CFU, Academic Language,
Alignment to objectives
Play music for
Head, shoulders, knees and toes followed by Simon says. I will play the song and we will do the head shoulders knees and toes dance.
Instant Activity 4 min when they are
After this I will be Simon and have the students do as I do. I will give them an opportunity to participate as Simon as well.
coming into class

1 min Transition Came to the baseline for the next explanation.

I – Hi my name is Miss Bott and today we will be playing basketball
Introduction, SFA – Voice, or music during music activities
Signal for T H – physical activity will make your bones grow nice and strong
Attention, 3 min P – Students will be able to dribble properly CFU? What does BEEF stand for?
Hook, X X A – students will cheer each other on during game play
Expectations C – students will be able list the cues for basketball (BEEF)
SS – During this activity, make sure you stay an arm’s length apart from one another
Transition

T
Students will practice handling a ball in their hands. Will use our FINGERTIPS to toss the ball between our two hands. We will do Safety – stay arm’s length away
Fitness Activity 3 min
this slow, fast, high and low.
X X

Transition
Body of Lesson Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet.
(Lesson Focus)
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. Lay-up drill without a ball
Task #1
b. I will play music and we will practice running 1. Balance
T
up to the basket and pretend shoot without a ball 2.Eyes Easier – walk rather than run or jog CFU? What is your favorite part of
5 min
and then jog back. They will do these three times 3.Elbows Harder – give them a ball to shoot at the end basketball? Dribbling or shooting?
X X
each 4. Follow through
Transition
a. Dribbling warm up drills
Task #2
b. Students will line up on the baseline and we will b. Students will line up on the baseline and we will
T dribble down the court about ¼ down the length of T dribble down the court about ¼ down the length of
10 min the court. Students will practice dribbling slow, the court. Students will practice dribbling slow, TGMD-3 psychomotor assessment
X X fast, with their dominant hand and nondominant X X fast, with their dominant hand and nondominant
hand. hand.
Transition
I will set up five hoops on the ground and a line the students have to stand behind. Each hoop will have a super villain in it and each
Task #3
student will throw a ball into a hoop to get the villain out.
10 min T b. Students start on the line and each has a home T b. Students start on the line and each has a home CFU? What villain did you get out?
base. The home base has 4 balls, they will get one base. The home base has 4 balls, they will get one
X X ball from their home base and dribble up to the X X ball from their home base and dribble up to the
shooting time. They will try and throw the ball to shooting time. They will try and throw the ball to
hit a villain. They will do this until all five balls hit a villain. They will do this until all five balls
are gone. are gone.
 Transition
a. Now we are going to be superheroes, we need to protect our home bases. The teacher will dribble around and the students
Task #4
will defend their home base.
b. For the students to defend their home base they 1. Balance Easier – Make the home base smaller
T will have their knees bent and their arms open to 2.Eyes
6 min block, they will try to keep me out of their home 3.Elbows Harder – Make the home base larger CFU? Where is your homebase?
X X base. 4. Follow through

Transition
a. Superhero tag
Task #5
b. One person is it and we play tag all dribbling 1. Balance
Easier – Play without dribbling and instead of
T basketballs, if you have a cape on your safe, if you 2.Eyes
dribbling when tagged just do jumping jacks Safety – stay arm’s length away
5 min get tagged you have to stand in place and dribble 3.Elbows
Harder - Dribble ten times to get back into the
X X five times before moving again. Use pool noodles 4. Follow through
game
instead of hands for tagging.
Transition

Lesson Closure, T Good job today everyone!

Hook to Next 3 min Did we like playing basketball?
Lesson X X Next week do you want to play soccer?
Pre-planning: Previous instruction in this activity (earlier grade levels)

Evaluation of Post-planning: “Assessment Informs Teaching:” future needs based on assessment results
Lesson
Teacher Reflection Notes:

(Include any assessment, task cards, exit slips you used): Describe and number
Instructional
Supports