Teacher Candidate:

UW-Platteville HPE Program Physical Education Lesson Plan Template

Lesson Title Basketball
Unit Basketball
Day# 2
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 passing 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 passing during basketball drills 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:
Ready, step/push, follow thru-wrist snap, thumbs down

Process terms:
Actively engaged, active listening, participation

Prior Learning/Prior Thinking

I predict my students while passing; wont use the proper technique of using the ready, step/push, follow thru-wrist snap, thumbs
down technique. To eliminate this, I will demonstrate the proper technique while giving cues before starting the activity.

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

Skill Development
BasicSkillInstruction

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

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
TSWgivefulleffortduringeachdribblingandpassing
activityinordertobesuccessfulduringtherestofthe
basketballunit
6. GoalSetting
TSW set a goal of successfully controlling the basketball
during the stations of dribbling and passing
7.

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

Dribblingreview,Passingintroduction

Planned Transitions
After talking about Dribbling and passing
students will get into groups and follow
directions

Main Activities /
Total time: 20 minutes

Formations / Cues

Communication

Assessment

Studentswillbereintroducedtodribbling,goingover Assessment of warm up will be done through

thedribblingcuesanddemonstratingtothemthecorrect observation.
andincorrectformsaswellasbeingintroducedto
passing

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

DribblingStations(2)
1.Conedribbling
Weaveinandoutofcones
Righthand
lefthand
Crossoverbetweencones
Betweenlegs/Behindback
2.SquareDribble
Dribbleinthesquare
losecontrolmoveoutofsquare
PassingStations(3)
1.ChessPass

Correctformwillbeobservedthrough
observations,whichischaracterizedcuessuch
aspush,eyesforward,keepingballinfront

Workwithapartnertodo10chestpasses,
10bouncepassesandifcomfortabledo10
ofbothmovingsidetoside
2.TriangleMonkeyinthemiddle
standonapolyspothaveonestudentin
themiddletobethemonkeyusechestor
bouncepasstoanotherstudenttotheright
orleft
3.BouncePass
- bounce pass through a hula hoop to a
partner moving back a step if comfortable

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?
Whatdidyouhavetodotobesuccessfulatthisactivity?Cues?
Demonstratetheproperformofachesspass

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 and passing
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
Look at partner when passing the ball not to throw it when theyre not
looking

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.