Teacher: Brydie

Background Information
Date: 11/18/15

School: Cleveland Elementary

Grade Level: 2nd

Lesson Focus: For the students to go over the

different skills they learned this semester basketball
dribbling and shooting, underhand throwing, kicking
the soccer ball.

# Of students: 18

Equipment and Facilities:

4 cones
4 soccer balls
4 basketballs
4 tennis balls
4 bean bags
5 hula hoops
4 little footballs
Blacktop

Safety Considerations:
Students kicking the ball on the blacktop and losing
balance if they swing for the ball and miss it. If
theyre not okay then I will get Brittainy to take them
to the nurse.

Lesson Specifics
Behavioral Contingencies:
Previously Learned Skills:
If the students are misbehaving I will send them
Jumping, leaping, skipping, hopping, underhand
straight to the cafeteria as it is the last day and they
throwing, basketball dribbling and shooting,
should know what type of behavior is expected by
juggling scarves, kicking a soccer ball
now.
Teaching Strategy:
Academic Language:
Cooperative learning the students will be working
Underhand, throw, catch, aim, accuracy, kick,
together in pairs and thinking about the correct way
dominant foot, non-dominant foot, dribble, bounce,
to do the skill.
eyes up, fingerpads.

Student
Objectives:

Psychomotor (P): SWBAT accurately dribble and shoot a basketball using the COTS. SWBAT
kick a soccer ball to a partner at least 8ft away from them more than ten times. SWBAT
underhand throw a bean bag or tennis ball to a partner who is at least 8ft away from them.,
using the COTS.
Cognitive (C): SWBAT recite the COTS for basketball dribbling, shooting, kicking a soccer
ball, and underhand throwing. The students will be asked randomly during the activity.
H-R Fitness (H): SWBAT understand the different concepts for each skill and be proud of
themselves for remembering all of that information.

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.

NASPE PHYSICAL EDUCATION CONTENT STANDARDS a physically literate person:

1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical
activities.
2. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction.

Describe the pre-class arrangement

Teacher: Waiting for students to arrive from class
Students: Walking to the blacktop from class
Equipment: The equipment for the main activity is in the big equipment bag away from the students view.

Diagram the pre-class arrangement

Blacktop area we are
going to use

Classrooms

Students walking to the

blacktop area

Teacher

Time

Content Development

Management
(Illustration of formations)

6 minutes
(1 minute
instruction
,5
minutes
activity)

Instant Activity:
Were going to begin with
a fun game you have all
played before any
ideas?
Freeze tag!
I need two volunteers to
be the taggers I need the
quietest people possible.
(Pick two people)
Everyone except for the
taggers to find a spot.
Remember that when you
get tagged you stand
frozen until someone
comes to unfreeze you by
giving you a hi-5!
Transition
Finish the instant activity
and then give the students
a two minute water break.
Once they return they are
expected to sit down on a
white line.
Set Induction:
Does anyone remember
learning how to
underhand throw, or to
throw a football, or to
dribble and shoot a
basketball, or to kick a
soccer ball? Well were
going to practice all of
those today.

Diagram Instant Activity

2 minutes

2 minutes

a) Goal Orientation for each

task

3. Values physical activity

for health, enjoyment,
challenge, selfexpression, and/or social
interaction.
This activity incorporates fun
and social interaction with
exercise and movement.

N/A

N/A

Start/Stop Signals: I will get the III.

students listening by saying Tiger
Pride listen up and then Ill put
my hand up in a peace symbol
and wait for them to do the same.
Grouping Strategies
I will let the students choose
their partners.

Purpose:
3

Demonstrate knowledge
of movement concepts,
principles and strategies
that apply to the learning
and performance of
physical activities.
The students will be able to
go over and perfect all the
different movement concepts
they have been taught over
the semester so they will be
able to use them outside of

Time

18
minutes

Content Development

When you go through life

its important to have
different sports skills so
you can play leisurely
with friends, or at a
competitive level.
Lesson Core - Task 1:
For this activity you are
all going to be with a
partner. I have all
different types of
equipment here including
basketball, soccer balls,
tennis balls, footballs. You
and your partner are
going to choose the type
of equipment you want to
use and then youll come
ask me for it. Youll then
spread out on the blacktop
and start passing the
equipment you have. Ill
set up hula hoops if you
want to throw the bean
bags into them.

Management
(Illustration of formations)

a) Goal Orientation for each

task
school.

Diagram Task 1

Students
spread out all
over the
blacktop

Psychomotor (P): SWBAT

accurately dribble and shoot
a basketball using the COTS.
SWBAT kick a soccer ball to a
partner at least 8ft away from
them more than ten times.
SWBAT underhand throw a
bean bag or tennis ball to a
partner who is at least 8ft
away from them, using the
COTS.
From learning the skills in the
past classes the students
should be able to meet these
objectives while doing this
activity.
IV.

After a while I will tell you

to come back and switch
the type of equipment you
have with equipment that
you didnt just use. So if
you chose the soccer ball
first, then the second time
you need to choose
something other than the
soccer ball, like a
basketball or a tennis ball,
or a bean bag.

V.

Demonstrate the motor

skills and movement
patterns needed to
perform a variety of
physical activities.
Demonstrates competency
in motor skills and
movement patterns needed
to perform a variety of
physical activities.

The students will need to be

able to be familiar with motor
skills and movement patterns
to do the activity.

Demonstration Plan:
I will briefly show the
4

Time

Content Development

Management
(Illustration of formations)

students during my
instruction how to do each
skill, but Ill do it without
the equipment so I can get
through it fast.

Teaching Cues for Task 1:

Underhand throwing:
Step with non-dominant hand,
swing arm back, swing arm
forward, release, follow
through.
Basketball dribbling:
Fingerpads, feet shoulder
width apart, one hand on side
of bball, one hand behind
bball, bend knees, push,
follow through
Kicking a soccer ball:
Non-dominant foot to the
side, kick with inside of foot.

Questions to Check
Understanding
1. What do we do
once the ball has
left our hands after
we shoot the
basketball?
(Follow through)
2. Do we kick with
the outside or
inside of our foot
when kicking a
soccer ball?

Common Errors Task 1:

1. Dribbling the basketball
with their palm, not
fingerpads.
2. Kicking the soccer ball
with the outside of the foot.

Adaptations
If its too easy for the
students Ill tell them to
move further apart. If its
too hard then the students
can move closer to each
other to shorten the
distance.
1 minute

Transition:
When the students time is
up for the main activity I
will tell them to pick up
the equipment, bring it to
me, and then sit down for
the reflection.

a) Goal Orientation for each

task

N/A

N/A

Time

2 minutes

Content Development

Management
(Illustration of formations)

CLOSURE:
Review:
Did everyone feel like they
were more comfortable
this time doing the skill
then the first time they
learnt it?
What is the main point
when kicking a soccer
ball? (Using the inside of
the foot).
Good job today everyone,
and have a great
Thanksgiving!

Diagram The Closure

a) Goal Orientation for each

task
N/A

Teacher facing
the students

Students facing the

teacher

ASSESSMENT TECHNIQUES:
I will assess the students by walking around and observing them. I will look to see if they are using the cues I
taught them, and I will look to see if they can generally do the skill.
References Used: