Teacher Candidate:

UW-Platteville HPE Program Physical Education Lesson Plan Template

Lesson Title Basketball
Unit Basketball
Day# 1
Grade level(s)/Course 4th 5th grade
Date taught March 5th, 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 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 during basketball drills, and dribblerama,
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:
Ball control, finger tips, push, eyes forward, ball in front

Process terms:
Actively engaged, active listening, participation

Prior Learning/Prior Thinking

I predict my students while dribbling; will use their palms instead of proper technique of using the finger tips, pushing the ball,
keeping eyes forward and ball in front of them. To eliminate this, I will demonstrate the proper technique while giving cues before
starting the activity.

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

Skill Development
BasicSkillInstruction

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

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

DribblingIntroduction

Fitness Benefits
3. SkillRelatedFitness
TSW practice the skills of coordination, balance, reaction time,
agility, and speed throughout the lesson during the activates.
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
during Dribblerama
7.

Formations / Cues

Communication

Assessment

Studentswillbereintroducedtodribbling,goingover Assessment of warm up will be done through

thedribblingcuesanddemonstratingtothemthecorrect observation.
andincorrectforms.

Planned Transitions
After talking about Dribbling students will
get into lines and begin the dribbling drills
to help for Dribblerama

Main Activities /
Total time: 20 minutes

Formations / Cues

Assessment

Lessonobjective(s):
DribblingDrills
Weaveinandoutofcones
Righthand
lefthand
Crossoverbetweencones
Betweenlegs/Behindback

Dribbling:
Push
Usethefingertiptopushtheballdownnow
slapit
Eyesforward
Keepeyesforwardlookingoutforother
studentsandobjects
Keepballinfront
Keeptheballinfrontofyou

Correctformwillbeobservedthrough
observations,whichischaracterizedcuessuch
aspush,eyesforward,keepingballinfront

Dribblerama: Students will all get a

basketball and begin dribbling in the
restricted area for the activity. Students will
RulesofGame:
be asked to dribble with only their left or
Everystudenthasaballandmustdribbleinside
right hand trying not to lose control of the
ball. If student loses control of the ball
therestrictedarea
he/she must move out of the restricted area
Losingcontroloftheballresultsindribbling
and continue to work on dribbling with both
outsideoftheareauntilthegamestartsover
hands. The more students to get out, the
Makesuretokeepeyesupwatchingoutfor
smaller the restricted area is until there are
otherstudents
only a few left to start over. To make more
challenging students may be asked to try and
Iftheyareabletohittheballoutmakesureto
go for other students basketballs to hit out of
doitundercontrolnottohitthestudentorpush
their hands.
them.Canonlypushtheballaway

Mustbemovingatalltimes

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

Formations/AssessmentStrategy

Lessonobjective(s):
Reviewobjectivesintodaylesson

Questionstodiscuss:
Didyouenjoytheseactivities?
Wasitchallenging?Whatmadeitchallenging?
Whatdidyouhavetodotobesuccessfulatthisactivity?Cues?
Whatdoyouusetodribbletheball?

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 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.
Studentwithwheelchairwillholdballintheirlapwhileparticipatinginalldribblingactivities.
Duringpassingactivitiesstudentsinwheelchairwillrolltheballoftheirlapstointendedpartner.

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.