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UW-Platteville HPE Program Physical Education Lesson Plan Template


Lesson Title Basketball
Unit Basketball
Day# 5
Grade level(s)/Course 2nd 3rd grade
Date taught March 9th, 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 dribbling, passing and shooting during the different activities and drills during the first
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 dribbling, passing, and shooting during basketball drills,
and activities advancing their understanding of manipulation skills related to basketball. This will help them be successful in the
final lessons that deal with combining dribbling with other skills that are game related.
Academic Language Content specific terms:
Process terms:
Ball control, finger tips, push, eyes forward, ball in front
Actively engaged, active listening, participation
Ready, step/push, follow thru-wrist snap, thumbs down
BEEF
Prior Learning/Prior Thinking
I predict my students while dribbling, passing, shooting; will use the incorrect form or a modified form of how it was taught in the
beginning of the basketball lesson. To eliminate this, I will demonstrate the proper technique while giving cues before starting the
activity.

ASSESSMENTBEFORETHELESSON
Preassessment
InthebeginningoftheclassIwillaskthestudentsiftheyrememberthepropertechniqueofpassinganddribbling
Cansomeonedemonstratecorrectformofdribbling?
Whatarethebasiccuesofpassingweexplainedtodayinclass?
Whatdidthegameactivityhelpusworkontoday?
Theseandotherquestionswillhelpinformmeofmystudentsabilitiesandknowledge.Thiswillgivemeabasicstartpointandwillhelpmefocus
onwhattoworkonthemost.
LESSON PLAN OBJECTIVES AND LIFE SKILLS
1.

Skill Development
BasicSkillInstruction

TSWrefinetheirbasketballskillsduringthe
lessonbyparticipatingtotheirfullestability.
2. ApplicationofSkills
TSW apply previous knowledge of dribbling,
passing and shooting while incorporating these
skills during the variety of activities throughout
the lesson

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

Dribbling,passing,shootingreview

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
participating to their fullest in all of the activities.

Life Skills
5. Effort
TSWgivefulleffortduringeachdribblingactivityinorder
tobesuccessfulduringtherestofthebasketballunit
6. GoalSetting
TSW set a goal of successfully controlling the basketball
while performing the dribbling and passing activities
7.

Formations / Cues

Communication

Assessment

Studentswillbereintroducedtodribbling,passingand Assessment of warm up will be done through


shootinggoingoverthecuesanddemonstratingtothem observation.
thecorrectandincorrectforms.

Planned Transitions
After talking about Dribbling, passing and
shooting students will get into groups and go
to a basket to start

Main Activities /
Total time: 20 minutes

Formations / Cues

Assessment

Lessonobjective(s):

Dribbling:
Push
Usethefingertiptopushtheballdownnow
slapit
Eyesforward
Keepeyesforwardlookingoutforother
studentsandobjects
Keepballinfront
Keeptheballinfrontofyou
Passing:
Ready
Beinareadyposition
Step/push
Stepwithoppositefootandpushtheball
Followthruwristsnap
Afterpushingtheball,followthroughafter
snappingthewrists
Thumbsdown
Properformwillshowthethumbsfacing
downwardsafterpassing

Five Minute Activities


Shooting(BEEF):
First five minutes will work on dribbling
BBalance:
using right hand, left hand and crossing
EEyes:
over using both
EElbow:
Second Five minute will be passing with
FFollowthrough:
a partner demonstrating chess and
bounce passing moving and stationary.
Next five minutes will be a shoot around
of their choice.

Followdirectionfromteacheronwhatactivities
todoforfiveminutesorless
Firstcoupleminutesisdribblingindividually
Nextcanbesomeshootingforcoupleminutesor
gorightintopassingwithpartners

Correctformwillbeobservedthrough
observations,whichischaracterizedcuessuch
aspush,eyesforward,keepingballinfront

Workingonbounceandchesspassing
stationaryandshufflingfeet
Finishwithfreetimeofshootingdribbling
passing

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?
Whatcueswerehelpfulwhendoingactivities?
Demonstratethecorrectwaytoperformachestpass

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 dribbling, passing and
shooting, 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

Safety Considerations

When dribbling make sure to keep eyes up not to run into other
classmates
Be aware of basketballs rolling on the ground not to trip or fall
Dont kick any of the basketballs

DifferentiatedInstruction
Modifyequipmentgettingdifferentsizedballs
Modifytaskdribblingwithdominanthandatalltimes
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.

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