Teacher Candidate(s): Andrew Read School: SUNY Cortland Date: 3/1/2019

Unit/Activity: Basketball Skills Grade: 5th

Lesson Plani
NYS/National Central Focus (entire lesson segment): Working on skills needed to be proficient in dribbling and shooting.
Standards # in class: 1 Student
Lesson Focus: Dribbling, passing, shooting
National Outcomes: S1.E20.4, S3.E2.5, S4.E2.5b, S4.E6.5
Objectives
Assessment Tool Length of class: 50 mins
Situation / Task / Criteria
Teaching Styles:
Psychomotor By the end of the lesson the the students will be able to properly dribble the ball Command
1a/1 Teacher observation
Domain without losing control in at least half of the tasks.

During all activities students will express good safety and communication skills by
Affective
2/4 saying “ball, ball, ball” if they lose control of the ball which will alert any TC’s or Teacher observation
Domain
students.

When asked at the end of the lesson the student will be able to list at least 3 out of 5
1/3
cues correctly.
Cognitive
Exit slip
Domain List of
Academic Athletic stance, fingertips/finger pads, no palm, yo-yo
Language Used
Fitness Objective Equipment:
The student will perform cardiovascular exercises focused on the quads and and calf
Health/Skill 1a/3 Teacher observation 25 cones, 2 basketballs, hula hoops,
for at least 3 min
PM/Cogn

Common Core CC Standard

Standards

References(e.g. Book, course packet, pg #, complete web address URL):

4/2b “if you lose control of the ball at any point please shout, ball, ball, ball to alert other https://www.pecentral.org/lessonideas/SearchResults.
Safety Statement
classmates and teachers” National Standards & Grade-Level Outcomes for K-12 Physical
Education
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
Set up first task equipment. Tape
T S hula hoops onto wall and arrange
Assessment of striking. Student will strike a ball off a t using a bat. Student will strike the ball two times while teacher assess using
Instant Activity 2 min x cones for fitness activity and first
TGMD-II. Student will strike ball towards wall away from any other students in the gym.
_______________ task. Have other equipment off to
the side so it is not a distraction.
30 sec Transition Transition into fitness activity. Make sure cones are ready for fitness task. Clear off any equipment.
I-Mr. Read, working on dribbling, passing, and shooting skills in activities with skill challenge at end.
SFA-signal for attention will be my voice. Anytime you hear me say freeze stop what you are doing and look at me for further
Introduction,
direction.
Signal for T
H-Basketball is a great sport to play and helps you work on your health, fitness, and even meet new friends. CFU- what will you do if you lose
Attention, 2 min
P-dribble without losing ball in half of activities control of your ball?
Hook, S
A-demonstrate good safety and communication by saying ball ball ball if you lose control.
Expectations
C-at end of lesson you will list at least 3 cues
SS-If you lose the ball please say ball ball ball to alert other people in gym.
Transition Student will move to spot in gym instructed by TC
c T
Line running warm-up: The student will run from one cone to another cone. The teacher will have the student do different types of
Explain why student is doing
Fitness Activity 3 min S locomotor movements such as running, sliding, galloping, skipping, etc. After the student runs to the other cone and back he will
fitness activity.
then perform a core strengthening exercise before doing the next locomotor movement.
c
30 sec Transition Drink of water if needed/transition into task 1 area of gymnasium.

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. Dribbling at different levels.
Task #1
b. The student will work on dribbling at different 1. finger tips
T CFU- what are the different
heights (ankle, knee, shoulder) at different cones. 2. head up
Easier – only do one height dribbling heights we will be
At each cone will be a piece of paper that either 3. athletic stance
7 min c S c practicing.
Body of Lesson says (ankle, knee, or shoulder height) for a given 4. yo-yo
Harder - use non dominant hand
(Lesson Focus) amount of times. After dribbling at a cone the 5. firm contact with ball
c c Go through cues for dribbling.
student will move to next cone.
30 seconds (move equipment out of way).
30 sec Transition
a. Dribbling while moving through cones
Task #2
S T b. student will work on dribbling while moving by 1. finger tips
Easier – move cones further apart to allow student
c dribbling the ball through cones put out in the 2. head up CFU-What are our dribbling cues?
to regain control of ball.
7 min c gym. Student will work on using dominant hand 3. athletic stance
c and non dominant hand. Make sure student is 4. yo-yo Remind safety statement.
Harder - move cones closer together
c weaving in and out of cones. 5. firm contact with ball
Move to area for task #3 and move any equipment out of way.
Transition
 Task #3 a. Passing to different targets.

1. step in opposition
b. Student will first start task by passing ball with 2. flick the wrists Easier – move closer to targets
Target Target CFU-what types of passes are we
7 min teacher different ways. Students will then work on 3. follow through
practicing
passing (bounce, chest, and overhead) by hitting 4. eyes on target Harder - move further away from targets.
S T different targets taped to the wall.
1:30 Allow student to get a drink if needed. Create boundary for shooting task.
Transition
min
Task #4 a. shooting- progress into a game of around the world
b. the student will first start out by shooting with 1. balance Easier – shoot closer to the hoop
correct form at a distance determined by teacher. 2. elbows
The teacher will then add cones where the student 3. eyes Harder –shoot further away from hoop
will dribble through and then shoot at a poly spot 4. follow through
on the floor. After the student has performed this Go through cues of shooting.
Hoop
task the student will play a game of around the
7 min
world. Student will shoot from baseline, wing, CFU-what do we say if the ball
S T
straight on, wing and then baseline. The student goes into another area of the gym?
has two shot attempts to make the ball in. Once
the student misses twice they stay at spot and
opponent starts to shoot. First person to make it all
the way around and back is the winner.
30 sec Transition Student will have a drink of water if he didn’t get one previously. Move equipment/set up equipment for last task
a. Skills challenge
Task #5
S b. student will work on all skills in this activity. 1. finger tips
c The student will dribble through an obstacle of 2. head up
c cones that leads to a target that he must pass and 3. athletic stance
c hit 2 times (bounce and chest). After passing the 4. yo-yo
c student will shoot a layup and go through another 5. firm contact with ball
obstacle of cones. At the end of this obstacle the
_____ student will then shoot at a spot marked by a poly 1. step in opposition
spot. 2. flick the wrists
3. follow through
Hoop 4. eyes on target

C 1. balance
2. elbows Easier – take away cones, move closer to
CFU- what type of pass do we do
C 3. eyes passing/shooting targets.
when we get to the wall?
7 min 4. follow through
C Harder - time the student and see how fast he can
Go through cues if needed.
go through each spot of activity.
C

Clean up area and put away

2 min Transition Fill out exit slip equipment. Take hula hoops down
and have student take some
 equipment to put away into
equipment room.
Lesson Closure, Good job today I saw a lot of great things skill wise. Basketball is a great sport to play and stay active. I saw great effort.
Clean up area and put away
Hook to Next 2 min Tell him what he will be doing next class.
equipment
Lesson Bring to teachers.
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