Background Information

Date: 10/19/15

Teacher: Brydie
School: Cleveland Elementary

Grade Level: 2nd

Lesson Focus:
Basketball dribbling
Location self space and general space
Levels Low, medium, high
Strong and light forces

# Of students: 20

Equipment and Facilities:

20 Basketballs
20 polys pots
4 cones
Blacktop

Safety Considerations:
Students running/walking into each other while
dribbling the basketball. If this happens then I will
check that they are okay. If they arent then I will get
Brittainy to take them to the nurse.
Lesson Specifics
Behavioral Contingencies:
Previously Learned Skills:
I havent been committing to the striking process so
Skipping, leaping, hopping, jumping, underhand
this week it is my goal to fully do it. If a student is
throwing and catching
misbehaving I will give them a strike. If they get 3
strikes then I will send them to the cafeteria.
Teaching Strategy:
Academic Language:
Provide a lot of feedback to the students
Dribbling, poly pots, general space, force, levels

Student
Objectives:

Psychomotor (P): SWBAT dribble the basketball at low, medium and high levels around the
blacktop while maintaining control of it.
Cognitive (C): SWBAT understand the COTS for dribbling a basketball. SWBAT recite the
COTS at the end of the class.
H-R Fitness (H): SWBAT see the variety of basketball activities they can do for fitness
outside of school time.

CALIFORNIA PHYSICAL EDUCATION MODEL CONTENT STANDARDS:

I. Demonstrate knowledge of movement concepts, principles and strategies that apply to the learning and
performance of physical activities.
II. Demonstrate knowledge of physical fitness concepts, principles and strategies 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. Exhibits responsible personal and social behavior that respects self and others.
4. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction.

Describe the pre-class arrangement

Teacher: Standing where the instant activity area is going to be. Ready to welcome the students and tell them
where to put their bags.
Students: Walking from the classroom to the blacktop area.
Equipment: Poly spots are set up on half of the blacktop area, away from where the students are going to put
their bags. The basketball bag will be out of their eye sight.
Diagram the pre-class arrangement
Classroom
building
Teacher
Students walking from the
classroom building to the
blacktop

Time

Content Development

6 minutes
(1 minute
instruction
,5
minutes
activity)

Instant Activity:
Today were going to start the
lesson off with the game freeze-tag.
If you get tagged then you have to
stand in that spot and wait till
someone comes to unfreeze you by
giving you a hi-5. You have to stay
within the area marked out by the
cones. We need 3 people to be the
taggers. Can I have three
volunteers?

Management
(Illustration of
formations)
Diagram Instant
Activity

a) Goal Orientation for each

task
5. Demonstrates competency
in motor skills and
movement patterns needed
to perform a variety of
physical activities.
The students will be using
movement patterns like
running and dodging to avoid
getting tagged.
Values physical activity for
health, enjoyment, challenge,

Time

Content Development

Management
(Illustration of
formations)

a) Goal Orientation for each

task
self- expression, and/or social
interaction.
This is a fun instant activity
which the students should
enjoy.

3 minutes

4 minutes

12
minutes (2
minutes
instruction
, 10
minutes
activity)

Transition
After the students finish the instant
activity I will tell them they can
have a water break. Once they are
done getting water I will get them
to sit down and wait for the next
instructions.
Set Induction:
Today I want to go through some
procedures to do with behavior
that are going to happen every
lesson. If you are talking while I
am speaking then I will give you a
strike. If you are not doing what I
say then I will give you a strike. If
you get 3 strikes then I will send
you to the cafeteria.
Now for the fun stuff - Today were
going to learn how to dribble a
basketball.
Purpose:
Dribbling a basketball is an
important skill that can be done
either in a basketball game or just
for fun at home.
Lesson Core - Task 1:
There will be poly spots spread out
across the court. The students will
all have their own basketball.
When they bounce the ball on a
green poly spot they start bouncing
the ball up high, while still moving
around the court. When they

N/A

N/A

Start/Stop Signals: To
get the students
attention I will say if you
can hear me out your
hands on your head, and
then I can start talking.

6. Exhibits responsible
personal and social
behavior that respects self
and others.

Grouping Strategies:
The students are going
to be by themselves for
the main activity.

Diagram Task 1

The students need to respect

me and listen to what I say so
that they can have a
productive class lesson.

Applies knowledge of
concepts, principles, strategies
and tactics related to
movement and performance.
Once I have taught the
students how to dribble then
they have knowledge of it. In

Time

Content Development

Management
(Illustration of
formations)

bounce the ball on a blue poly spot

they are required to bounce the
ball at a low level. Students are
continuously moving.

this activity they will apply

their knowledge to the
different movements involved
in the activity.

Demonstration Plan:
After I have said the COTS I will
get a basketball and dribble it
while loudly repeating the COTS.

Teaching Cues for Task 1:

Eyes up
Fingerpads
Ball at side
Bounce ball at waist level

Questions to Check Understanding

Where are our eyes looking when
we are dribbling the ball?
(Up/forward)
Where on our hands do we push
the ball?
(Fingerpads not finger tips)

2mins

3mins

Transition:
Once the students have finished the
activity I will get them to pick up
the poly spots and bring the
basketballs to me so the equipment
is all picked up. I will then tell the
students to sit down at a certain
area.
CLOSURE:
Review:
So today we learned how to
dribble a basketball. Can anyone
tell me where your eyes are looking
when you dribble the ball? (Up
not at the ball). Can anyone else
tell me what level you bounce the
ball at? (Waist level). Good job
today everyone! See you all on
Wednesday!

a) Goal Orientation for each

task

Common Errors Task 1:

1. Students using the palm of
their hand to bounce the ball.
2. Students looking at the ball
so its easier to control it.
N/A

N/A

Diagram The Closure

Teacher

Studen
ts

N/A

ASSESSMENT TECHNIQUES: I will assess the students by observing them dribble the ball in the main activity.
I will see whether their eyes are looking up, theyre bouncing the ball to the side of them at waist level, and with
their fingerpads.
References Used:
http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=69