Teacher Candidate: Joseph Lanza School: Boces Date: 11/21/2022

Unit/Activity: Basketball Grade (age): 19 and 20

Central Focus (entire lesson segment): Go through a variety of health-related fitness drills, and different basketball skills while
practicing the correct techniques and gain knowledge about these basketball skills and basketball in general.
# in class: 2

Lesson Focus: Develop and improve on cardiovascular fitness and flexibility fitness, offensive basketball skills, proper respect, and
expand on general basketball knowledge.
Lesson Plani
7 NYS/National National Outcomes (Code + Text):
Standards Demonstrates competency and/or refines activity-specific movement skills in 2 or more lifetime activities (S1.H1.L1)
Demonstrates competency in 1 or more specialized skills in health-related fitness activities (S1.H2.L1)
Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance (S4.H2.L1)
NYS Outcomes (Code + Text):
Demonstrates proficiency and/or refines activity-specific movement skills in one or more lifetime activities (S1.H4.L2)
Demonstrates proficiency of movement concepts in a variety of physical activities (S2.H1.L2)
Objectives
Assessment Tool Length of class: 50 mins
Situation / Task / Criteria
Teaching Styles:
By the end of this lesson, my students will be able to dribble a basketball the width
Psychomotor Teacher Observation, Peer Command
1 of the court with both hands consecutively and individually, as well as shot and Practice
Domain observation
pass with proper form, 5/7 times each. Reciprocal
Self-Check
Inclusion
By the end of week 6, both of my students will demonstrate proper respect Discovery
Affective
4 towards each other and the equipment, that they are using, for a 100% of the class Teacher Observation Problem Solving
Domain
time. Cooperative
Stations
By the end of this class, my students will know several basketball skills and drills Jig-Saw
2 that can improve their cardiovascular endurance, as well as know the different
offensive concepts/components of basketball, with 80% accuracy.
Cognitive
Dribble, Width of the court, Consecutively, Basketball Skills and Drills, Offensive Checks for Understanding
Domain List of
concepts/components, pass, shoot, Flexibility, cardiovascular fitness, cardiovascular
Academic
endurance
Language Used

Equipment:
By the end of both the instant activity and the fitness activity, my students will have
Fitness Objective Teacher Observation, Checks
gone through several different stretches and cardiovascular fitness exercises to - Basketball Hoop
Health/Skill H1.L2 for understanding
improve their flexibility and cardiovascular endurance, with proper form and - 3 basketballs
PM/Cogn Demonstration/Performance
participation for 100% of the time. - 12 cones

Safety Statement
4 Always be aware of your surroundings and other students or people that are in the
gymnasium. Whatever task/activity we are doing always make sure that the area you
are performing in and equipment that you are using is safe! When you are doing
dribbling drills make sure you are always looking up to make sure you are not going to
References(e.g. Book, course packet, pg #, complete web address URL):
- Couturier, L., Chepko, S., Shirley Ann Holt/Hale, & Shape
America (Organization. (2014). National standards & grade-level
outcomes for K-12 physical education. Human Kinetics.
 - Physical Education Learning Standards. (n.d.). New York State
Education Department. http://www.nysed.gov/curriculum-
hit into anyone. When you are going through shooting drills make sure that no one is instruction/physical-education-learning-standards
under the hoop because you don’t want anyone getting hit with the basketball. When
going through these different basketball activities, make sure there is no one in the
New York State Standards (2020) – Click the link to find the outcomes under each standard National Standards – The physically literate individual:
1. Demonstrates competency in a variety of motor skills and movement patterns.
Standard 1: Demonstrates competency in a variety of motor skills and movement patterns. 2. Applies knowledge of concepts, principles, strategies and tactics related to movement
Standard 2: Applies knowledge of concepts, principles, strategies, and tactics related to movement and performance. and performance.
Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. 3. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing
Standard 4: Exhibits responsible personal and social behavior that respects self and others. level of physical activity and fitness.
Standard 5: Recognizes the value of physical activity for overall wellness, enjoyment, challenge, and/or self-expression. 4. Exhibits responsible personal and social behavior that respects self and others.
Standard 6: Recognizes career opportunities and manages personal and community resources related to physical activity and fitness to achieve and maintain overall 5. Recognizes the value of physical activity for health, enjoyment, challenge, self-
wellness. expression, and/or social interaction.

Adaptations,
Lesson Time Organization Assessments, Reminders
Description
Components (mins) CFU, Academic Language,
Alignment to objectives

Demonstrate and explain different

adaptations for each of these
C S
stretches if student needs.
*
Teacher observation and CFU’s,
*
what is this dynamic/arm/leg
* Start with a warmup. I will lead both of my students through a 5-minute warmup that involves multiple types of dynamic stretches,
stretch and what does it effect?
* leg, and arm stretches. These stretches will get students moving and loose before they get into their activities for the lesson. I will
Instant Activity 5 mins =Assessments
T * demonstrate and explain each of these stretches as we are going through them, and I will make sure my students know why they
Remind students of safety
* should be doing these types of warmups before getting into physical activity.
Academic Language- Dynamic
*
stretches, arm stretches, physical
*
activity, leg stretches
C S
Aligns with fitness objective and
cognitive

5 sec Transition Have both students come gather in front of me, no equipment needed

Good afternoon! Today we will continue doing basketball! We are going to go over a variety of offensive skills like shooting, Remind students of safety
Introduction, dribbling, and passing. We will also be going over some general basketball knowledge. If at any time throughout todays lesson you statement before getting into fitness
Signal for T hear me clap twice loudly, I want you to stop what you are doing and listen to me for instruction. By the end of today’s lesson, I activity
Attention, 1 min expect for both of you too be able to shoot and pass the basketball using proper form/technique, as well as be able to dribble the Academic language- offensive
Hook, S S basketball up and down the width of the court using one hand and consecutive dribbles. We will start with a quick warm up stretch skills, shooting, passing, dribbling,
Expectations routine, then do a cardiovascular endurance fitness activity, and then we will get into various offensive basketball activities. Work proper form, stretch, cardiovascular
hard and have fun! endurance fitness

5 sec Transition Have students get on the sideline and face me, no equipment
Fitness Activity 5 min T
C <S C Before getting into basketball activities, students will go through a brief cardiovascular endurance exercise. I will start this activity Adaptations- jog or walk.
by setting up cones in a square formation. I will demonstrate how the exercise is to be done. Then students will be preforming slides, Teacher observation, CFU’s.
^ backwards running, and running. They will go through the cones using all these skills 5 times each to work on their cardiovascular Remind students of safety
S endurance as well as their defensive basketball skills. To end this fitness activity students will walk around the gym to catch their Academic language- cardiovascular
C >S C breath and cool down the muscles they just worked out. endurance, sliding, backwards
running, running
Aligns with fitness objective and
psychomotor
 10 sec Transition Have students each grab a basketball and go to where I instruct them to.

Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet.
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. For the first task I will go over the proper way to dribble a basketball. I will demonstrate the proper technique of both Remind students of safety before
dribbling in place and then while moving, I will use teaching cues and demonstrations to teach my students. I will set up starting activity
6 min Task #1 cones for my students to dribble through as the task progresses. Academic Language- dribbling,
proper technique, dominant hand,
stationary dribbling, Zigzag
b. Students will start doing stationary dribbling
with both hands for about a minute and a half and Easier – Use a bigger ball, only dribble with Teacher observation
l l
then I will allow students to move and dribble. I dominant hand, only dribble in a straight line, stay CFU- what are the cues?
l l 1. Look UP
will have students walk and dribble to the opposite in a stationary position while dribbling (no Demonstrate proper technique
l S >>> l 2. Bend Knees
sideline. If they are walking and dribbling moving) when dribbling with either hand
^ l T l 3. Fingertips
successfully, I will allow them to jog or run, or I Demonstrate dribbling through
l S >>> l 4. Protect Ball
will add cones in a zigzag formation for students to Harder - Use a smaller ball, dribble while moving cones
l l 5. Waist high
dribble through. Students must be using the correct the entire time, dribble through a variety of cones, Aligns to psychomotor objective
l l
and proper form/technique the whole time during dribble with both hands at same time
the task.

Students will gather the cones on the floor and put them where I say to, then come back to the same place we were, but only with one
10 sec Transition
basketball.

a. In this task students will go through a quick passing drill. I will demonstrate the proper way to pass a basketball, both Remind students of safety
Body of Lesson 8 min Task #2 bounce passes, and chest passes. I will demonstrate both passes using passing teaching cues and proper form. Academic Language- passing,
(Lesson Focus) bounce pass, chest pass
b. Students will watch my demonstrations and then 1. Look at target
stand about 10 feet away from each other and pass 2. Ball at chest
l T l
the ball to each other. Students will start by doing 3. Push out (or down) Teacher observation
l l
chest passes and then throw bounce passes. After with arms Easier – Move closer together, use a bigger ball to CFU- What are the cues?
l S l
some practice and they are comfortable with 4. Flick wrists pass with Demonstrate a proper chest or
l l
^ passing and receiving passes from each other, I bounce pass
l S l
will allow them to move as they are passing back Harder - Use a smaller ball, move further away Aligns to psychomotor objective
l l
and forth. Students must complete 8/10 from each other when passing and affective objective
l l
bounce/chest passes successfully before they are
allowed to slide down the court and pass to each
other.
5 sec Transition Students will grab another basketball so that they each have one for the next task, then gather in front of me
a. First, I will demonstrate how the task will start with just dribbling from one cone to the block that is located near the Remind students of safety
hoop. I will demonstrate how to go from dribbling to shooting a layup. I will use cues and clearly demonstrate how this Academic language- dribbling,
8 min Task #3 task and skills are performed. passing, dominant, non-dominant,
dribbling/passing cues, Layup,
block
^ T b. Students will be attempting a layup in this task. 1. eyes on hoop Easier – use only dominant hand when dribbling, Teacher observation, Peer
S S They will start at a cone that is located on either 2. (dribbling cues) only shoot (don’t dribble before), lower hoop observation
S S side of the court. Students will first use their 3. Same arm and leg CFU- What are the cues for this
dominant hand to dribble from one cone to the 4. Jump Harder - use both hands and sides on hoop when task? What are the cues for
block, then take a layup. Students will also use 5. Release dribbling or shooting, dribble before taking a layup dribbling/shooting
their non-dominant hand to dribble to the block on every time Demonstrate a proper layup
the other side to take a layup. Students will go one Aligns with psychomotor and
at a time to avoid collision and they will be using affective objective
H the correct dribbling and layup techniques the
 entire time they are practicing.

Transition
Students will be using the same equipment and are from the last task for this upcoming task
0 sec
Task #4 a. In this task I will explain and demonstrate how to properly shoot a basketball. I will break down the skill and go over the Remind students of safety
8 min proper arm and leg motion that is involved with shooting. I will give demonstrations and use cues to help me explain this Academic language- properly
skill and task. shoot, proper arm/leg motion
b. Students will watch my demonstrations of
shooting and then shoot themselves. Students will Easier – use a smaller ball, use a lighter ball, use a
1. Eyes on the hoop Teacher observation
start directly in front of the hoop and work on the smaller hoop, move closer to the hoop
2. Hand position CFU- What are the cues?
T proper form when shooting. They will use the
3. Bend Shoot a basketball using the proper
^ proper arm and leg motion and cues when they are Harder – Move to further spots when practicing
4. Jump from successfully
H SS >>> SS shooting. After successfully shooting the shooting
5. Follow through Aligns to psychomotor and
basketball 8/10 times students will move back to
affective objectives.
the free throw line and take jump shots using the
correct form the entire time.
0 sec Transition Students will be using the same area and equipment from the last task, in this upcoming task
a. In this task I will demonstrate and explain how to dribble to a spot and then shoot the basketball. I will demonstrate
Remind students of safety
the proper dribbling motion and how to stop at a spot and shoot the ball. I will use shooting cues and give multiple
8 min Task #5 Academic Language- dribble,
demonstrations of how to pick up your dribble and shoot.
dribbling motion, shooting cues
b. Students will start outside the three-point line Easier – use a smaller ball, use a lighter ball, use a
and dribble up to a corner and take a jump shot. 1. Eyes on the hoop smaller hoop, move closer to the hoop, shoot from
Teacher Observation
Students will choose which corner they want to 2. Hand position a stationary position
CFU’s- What are the cues?
T dribble to and whichever corner they choose, left 3. Bend
Perform a jump shot from various
^ or right, and they will use that hand to dribble 4. Jump Harder – move further away before picking up
areas on the court
H SS >>> SS there. They will dribble to a corner, stop, and then 5. Follow through dribble to shoot, always dribble before shooting
Aligns to psychomotor objective
take a jump shot. Students will use proper (not just standing still)
and affective
dribbling and shooting form for 100% of the time
during this drill.
10 sec Transition Have students put away all equipment back where they got it from and then gather in front of me.

Good job today boys, I saw both of your working hard during each activity we went through, and I saw a lot of great basketball skills.
Lesson Closure, T
I saw some awesome passes and shoots and layups today! As we go on, we are going to expand on these offensive basketball skills Answer any remaining questions
Hook to Next 1 min
and learn some new lifetime activities that might involve the same skills as basketball. Next time we are going to introduce another students may have
Lesson S S
lifetime activity that I am sure you guys will enjoy, see you next week!

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
i