Tiger Pride 2015

Department of Health, Exercise and Sport Sciences

Teacher: Casey Fleming

Background Information
Date: April 15th, 2015

School: Cleveland Elementary

Grade Level: 4th grade

Lesson Focus: Basketball passing, shooting, and

dribbling

# of students: 20 students

Equipment and Facilities: For this lesson the teacher

will need access to 3 or 4 basketball hoops, 4
basketballs, 20 jerseys of different colors, 20 poly
spots, 20 cones

Safety Considerations: Students will be advised to

keep their heads up and be aware of their
surroundings when in limited space. Students will be
told to not throw the equipment in an inappropriate
manner. The teacher will make sure that there is
adequate personal space for each student during the
activities.

Lesson Specifics
Behavioral Contingencies: Students will be expected Previously Learned Skills: Students have already a
to actively participate during the lesson. If students
unit on cooperative learning, a football unit, a unit on
are misbehaving, a 2 strike rule will be implemented. Frisbee, a badminton, and a unit on basketball
The first strike being that the student will be pulled
to the side and verbally warned about the
misbehavior and sit out for that activity. The final
warning, students will be pulled from all activities.
When the teacher is talking, the students will place
all equipment on the ground and their hands on their
head. Students will be removed from activity if the
equipment is used inappropriately.
Teaching Strategy: Students will be grouped
according to their own choosing. They will be
working in groups and as teams during this lesson.

Academic Language: The primary academic

language being addressed will be the cues of the skill.
The cues of the skill for dribbling will be: eyes,
fingertips, arm, and knees, and for shooting: under,
side, bend, cookie jar.

Tiger Pride 2015

Student
Objectives:

Psychomotor (P): Students will be able to dribble a ball with the correct cues 7 out of 10
times
Cognitive (C): Students will be able to say the cues of the skill with 100 percent accuracy
Affective (A): Students will show enjoyment through encouragement their team in activity
H-R Fitness (H): Students will be engaged in moderate to vigorous physical activity at least
50 percent of the time.

CALIFORNIA PHYSICAL EDUCATION MODEL CONTENT STANDARDS:

I. Demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
II. Demonstrate knowledge of movement concepts, principles and strategies that apply to the learning and
performance of physical activities.
III. Assess and maintain a level of physical fitness to improve health and performance.
IV. Demonstrate knowledge of physical fitness concepts, principles and strategies to improve health and
performance.
V. Demonstrate and utilize knowledge of psychological and sociological concepts, principles and strategies
that apply to the learning and performance of physical activity.
NASPE PHYSICAL EDUCATION CONTENT STANDARDS a physically literate person:
1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of
motor skills and movement patterns.
2. Applies knowledge of concepts, principles, strategies and tactics related to movement and
performance.
3. Demonstrates the knowledge skills to achieve and maintain a health-enhancing level of physical activity and
fitness.
4. Exhibits responsible personal and social behavior that respects self and others.
5. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction.

Describe the pre-class arrangement Students will come to the blacktop and put their backpacks by the fence
near the basketball courts and will sit down at home-base, which will be designated as the basketball court line
Teacher: The teacher will stand on the court facing the students
Students: the students will put their backpacks against the fence and take a seat at homebase on the line
Equipment: the poly spots and jerseys will be pre placed on the court.

Tiger Pride 2015

Diagram the pre-class arrangement

=Poly spots
=teacher

Home base

Time

Content Development

How 5
minute
s

Instant Activity: Passing Relay

Students will be separated into teams of
4-5. Each team will have a different
color jersey and students will stand on
their own poly spot. Students will
compete against the other teams as well
as against a timer. They will practice
their bounce, overhead, and chest pass.

Set Induction:
Today we will be reviewing our
basketball We just worked on our
passing skills and now we will practice

Management
(Illustration of
formations)
Diagram Instant
Activity

Start/Stop Signals:
When a team is in a
single file line they
will receive a ball and
may begin
3

a) Goal Orientation for each

task
NASPE: Standard 1, Standard
2 Standard 4
CalPE: Standard I Standard V
The goal of this activity is to
practice and improve upon
basketball passing skills in a
team setting

Goal of this is task is to give

the students some
understanding of the skills
needed for todays lesson.

Tiger Pride 2015

Time

12
minute
s

Content Development

our shooting skills. Can someone give

me the cues of the skill we learned a few
weeks ago?
Under-on hand under the ball
Side-one hand supporting the ball on the
side
Bend-bend the legs
Cookie Jar-Follow through and reach
into the cookie jar
Purpose:
Being able to properly shoot can go a
long way in helping you develop your
scoring ability
Transition (if necessary): Students will
Be sitting down at home base to start.
The teacher will explain where each
color team will go, each team having
their own basket. They will line up in a
single file line behind the poly spot.
They will receive a ball and may begin
when they get the ball. This will happen
after the teacher finishes the instructions
for task 1
Lesson Core - Task 1: Shooting
Student will line up at a basketball hoop
in a single file line and one at a time will
practice their shooting skills. The
teacher then can create competitions for
how many baskets the team can score.
The teacher will also adjust the poly
spots difficulty based on how well each
team is doing.

Management
(Illustration of
formations)

a) Goal Orientation for each

task

Grouping Strategies:
Students choose
teams in the first
activity and will
remain in these
groups

N/A

N/A

Diagram Task 1

NASPE: Standard 1, Standard

2 Standard 4
CalPE: Standard I Standard V
The goal of this activity is to
practice and improve upon
basketball shooting skills
while working with in a team
setting.

3 or 4 basketball hoops
set up like below

Teaching Cues for Task 1:

Under-on hand under the=Students
ball
=Poly Spot
Side-one hand supporting the
ball on the side
Bend-bend the legs
Cookie Jar-Follow through
and reach into the cookie jar

Demonstration Plan:
During the intro the teacher will come up
to the basketball hoop and show them
how to shoot from the poly spot with the
correct cues.
Questions to Check Understanding
4

Tiger Pride 2015

Time

Content Development

Management
(Illustration of
formations)

What are the cues of the skill? Under,

Side, Bend, Cookie Jar.

1min

5
minute
s

What should you be doing when you get

to you basketball hoop? Standing in a
single file line
Transition: Students will remain at their
stations but will take a seat so that they
can see the teacher.
Lesson Core - Task 2:
This task will be the same as the last
activity, but students will begin by
dribbling the ball from a different poly
spot to the one they were just shooting
from.

Common Errors Task 1:

1. No follow through after the
shot
2. Pushing the ball with two
hands instead of one.
N/A

N/A

Diagram Task 2

NASPE: Standard 1, Standard

2 Standard 4
CalPE: Standard I Standard V

Demonstration Plan:
Have all groups sit down besides one
group. They will all line up behind the
blue spot with the teacher. The teacher
will demonstrate how to perform the
activity. Followed by student
demonstration.

=Studen
ts
=Poly

1min

The goal of this activity is to

practice and improve upon
basketball dribbling while
moving and shooting in a team
setting

Teaching Cues for Task 2:

Under-on hand under the ball
Side-one hand supporting the
ball on the side
Bend-bend the legs
Cookie Jar-Follow through
and reach into the cookie jar

Questions to Check Understanding

Should you be moving when you shoot?
No, you should dribble to the poly spot
and stop. Then shoot the ball.
How many shots do you get?
-One
Adaptations
Similar to task 1, if students are
struggling or being really successful, the
teacher can move the poly spots forward
are farther away. The teacher can also
moved the lower skilled students to the
smaller basketball hoops.
Transition: (If necessary) Students will
grab all the equipment and return to

a) Goal Orientation for each

task

Common Errors Task 2:

1. Students dribbling with
their head down
2. Students not following
through on the shot.

N/A
5

N/A

Tiger Pride 2015

Time

Content Development

Management
(Illustration of
formations)

a) Goal Orientation for each

task

Diagram The
Closure

N/A

home base and return equipment into the

bag. Students will be give a 20 second
countdown for motivation.
2min

CLOSURE:
Review: Great job today everyone, I
saw great improvement compared to the
last time we were shooting. Can
someone please remind me the cues of
the skills for shooting? Under, Side,
bend, cookie jar.
Should you use 2 hands or one hand to
push to ball into the net? One hand.
Tomorrow Reggie will be reviewing a
different sport for you all.

=Students
=Teacher

References Used: None