Background Information

Date: 10/21/15

Teacher: Brydie
School: Cleveland Elementary

Grade Level: 2nd

Lesson Focus:
Students maintaining control of the basketball while
dribbling.

# Of students: 18

Equipment and Facilities:

10 cones
10 basketballs
3 polyspots
Blacktop

Safety Considerations:
Students may lose control of the ball as they are
dribbling at a fast pace during the relay. If they fall
over while doing this I will initially check that they
are ok, and if theyre not okay then I will get
Brittainy to take a look. She can send them to the
cafeteria if they are not okay.
Lesson Specifics
Behavioral Contingencies: If a student misbehaves I
Previously Learned Skills:
will give them a warning. If they misbehave again
Skipping, hopping, galloping, leaping, underhand
then I will send them to the cafeteria.
throwing and catching, dribbling the basketball

Teaching Strategy:
Providing clear demonstrations
Creating competition through the relays

Student
Objectives:

Academic Language:
Dribble, change directions, dribbling while walking,
dribbling while running, dribbling with the nondominant hand,

Psychomotor (P): SWBAT confidently dribble the basketball at different speeds, alternating
between fast and slow.
Cognitive (C): SWBAT understand the COTS and repeat them at the end of the lesson.
SWBAT think about what needs to be done differently when dribbling the ball at different
speeds.
H-R Fitness (H): SWBAT have fun through incorporation of competition in the relay.

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.
1

III. Assess and maintain a level of physical fitness to improve health and performance.

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. Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
3. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction.

Describe the pre-class arrangement

Teacher: Waiting for the students to arrive, ready to greet the students and tell them where to put their bags.
Students: Walking to the blacktop area where I am sitting
Equipment: Cones are set up on one half of the area we are going to use.
Diagram the pre-class arrangement
Classroom building

Students walking to the

blacktop

Teacher waiting
for students

Time

6 minutes (30
seconds
instruction, 5
minutes and 30
seconds
activity)

Content Development

Instant Activity:
Today were going to start
with Green light, Red light.
Everyone line up on the
white line facing me.

Management
a) Goal Orientation for
(Illustration of
each task
formations)
Diagram Instant Activity IV. Demonstrate the motor
skills and movement
patterns needed to
perform a variety of
physical activities.
V.

Demonstrates
competency in motor
skills and movement

Time

Content Development

Management
(Illustration of
formations)

a) Goal Orientation for

each task
patterns needed to
perform a variety of
physical activities.
Students will be running,
walking and freezing so they
will be using their motor
skills to do this.

Is the teacher
Are the students

3 minutes

2 minutes

12 minutes (3
minutes

Transition :
I will give the students a
water break at this point and
then tell them to sit down on
the white line and wait for
instructions.
Set Induction:
Today were going to develop
our basketball dribbling
skills that we learnt on
Monday.

N/A

N/A

Purpose:
This is important because
dribbling is used throughout
the whole basketball game,
and it helps you get to the
other end of the court.
Lesson Core - Task 1:
Students will be practicing
their dribbling skills and

Grouping Strategies: I will

tell the students to get into
pairs. If there is an odd
amount then I will have a
group of three.

The students will need to be

able to understand the
strategy to dribbling the ball
so that they can eventually
do it in the general
basketball setting.

Diagram Task 1

SWBAT confidently dribble

the basketball at different

Start/Stop Signals:
VI.
To get the students
attention I will say if you
can hear me put your hand
up. Then they should
hopefully be quiet.

Demonstrate knowledge
of movement concepts,
principles and strategies
that apply to the learning
and performance of
physical activities.

Time

Content Development

instructions
and
demonstration
s, 9 minutes
activity)

developing from dribbling at

walking pace to dribbling
while running. I will get the
students to choose their
pairs. They will then stand
with their partner at a cone
and facing another cone at
the other side of the court.
The first relay the students
will do is dribbling at a slow
pace (walking) to the cone
and back. One partner will
go and then the other partner
will go when they get back
and give them the ball.
The second type of relay the
students will do is dribbling
the ball while running.
The third type of relay the
students will do is running
and dribbling the ball with
their non-dominant hand.

Management
(Illustration of
formations)

a) Goal Orientation for

each task
speeds, alternating between
fast and slow.
Students will work on being
competent at this in this
activity.
Values physical activity for
health, enjoyment,
challenge, self- expression,
and/or social interaction.
The students will be
challenged through the
activity of using their nondominant hand. This will
help them value PA.
VII.

Assess and maintain a

level of physical fitness
to improve health and
performance.
The students will be using
up a lot of energy so its
important that they can keep
up a good fitness base.

Demonstration Plan:
I will have the students sit
down and Ill physically do a
demonstration of each type
of relay (walking and
dribbling, running and
dribbling, running and
dribbling with the nondominant hand). So I will
start at one cone, go around
the opposite cone, and then
come back to the original
cone.

Teaching Cues for Task 1:

Ball to the side of the body,
bounce at waist level, use
fingerpads, eyes up,
continuous.
Common Errors Task 1:
1 Students looking at the
ball not forward.
2. Students dribbling with
the palm of their hand.

Questions to Check
Understanding
Where do we start? (At the
4

Time

3 minutes

4 minutes

Content Development

first cone)
Do we go around the second
cone or up to it? (Around it)
Transition:
Get the students to pick up
the equipment and then get
them to sit down ready for
the closure.
CLOSURE:
Review: Today we practiced
dribbling at a slow pace, a
fast pace and with our nondominant hand. What are
some of the things you felt
difficult to do when you were
running and dribbling with
the ball? (Keeping control
etc) Do you all feel more
confident with dribbling then
you did on Monday?
Good work today everyone!
See you on Monday

Management
(Illustration of
formations)

N/A

a) Goal Orientation for

each task

N/A

Diagram The Closure

N/A

Teacher

Students

ASSESSMENT TECHNIQUES: I will be assessing the students on their control of the ball and whether they are
looking forward where they are going or if they are looking down at the ball.
References Used:
http://schoolsites.schoolworld.com/schools/Lampasas/files/filesystem/Basketball%202-3.pdf