Lesson Plan Template

Lesson Title: Basketball Grade Level: Elementary and High School

Learning Central Focus

Central Focus
What is the central focus for the content in the learning segment?

The central focus for the content is to better understand the rules of the game, develop better skills, interact with other teammates, and competitively play.

Content Standard
What standard(s) are most relevant to the learning goals?

Goal 1: Early elementary: 1A.1a. Emotions are linked to behavior because if someone becomes emotional about something, their behavior may change and they could become aggressive or withdrawn. 1A. 1b. If a behavior starts to occur, you can show the way that you can handle it in a more calm matter. Late elementary: 1A. 2a. A range of emotions could start from happiness, to sadness, to upset, to angry, to aggressive. Situations that may cause these could be someone giving a compliment or could be someone being aggressive towards them which may cause an aggressive behavior. 1A. 2b. Expressing emotions can be done by being calm and talking about what the emotion is that is making you feel the way you are feeling. It could be a conversation with another person in order to fix the problem rather than becoming aggressive with a person. Early H.S.: 1A. 4a.Thoughts and emotions affect decision making and responsible thinking because many times people will act out of anger rather than thinking about something and making a responsible choice. 1A. 4b. Promote positive attitudes, be a role model and show the way that people should be treating others. Reward when positive attitudes are shown. Late H.S.: 1A. 5a. Expressing emotions is important because if you are showing that you are happy, it will make others realize that the way they are treating you is showing a positive result. Expressing to someone that you are not happy or are upset is also important because you should express emotions but in a responsible way. 1A. 5b. By expressing positive attitudes, it will promote others to be positive as well. Others will feel that being positive can help

them be better as well. Early Elementary: 1B. 1a. Some may like to be physical and others may not like physical activity. Some may need more assistance o r additional supports whereas others may be more independent, and some may just want attention from the teacher when they do not necessarily need it. 1B. 1b. Strengths include raising awareness to families, peers, and the community in order to make inclusion more successful. Late Elementary: 1B. 2a. Some may want to develop the hand eye coordination and learn how to do the basic skills of basketball. 1B. 2b. Parents can help their students to cooperate and be good team players. Early H.S.: 1B. 4a. Setting goals for the students to meet and then make sure they know when they are doing something properly or could do something better. 1B. 4b. Positive adult role models can help students to focus on the proper skills they should be demonstrating such as cooperation and teamwork which will benefit them later in life. Late H.S.: 1B. 5a. Students will all have different needs and skills and it will be necessary to adapt the skills for all students to be able to join in on the activity. I will be sure to accommodate the lesson to fit the needs of all students. 1B. 5b. In order to be succesful you have to accepting and knowledgeable of the differences amongst others. Early Elementary: 1C. 1a. School is important in helping students achieve personal goals because teachers can encourage students to focus on their goals and help find strategies to accomplish their goals. 1C. 1b. Have students work together well and to accomplish basic skills in order to improve their physical activity and to have students behave appropriately. Late Elementary: 1C. 2a. You must set attainable goals that the students need to reach for. It is necessary to remind the students regularly what the goals and how they can reach their goals. 1C. 2b. Have students set a

personal goal and check in regularly to see the progress, if it is measurable, find a way to measure out the progress. Early H.S.: 1C. 4a. Using all resources possible to maximize the success of all students in order to make their goals more attainable. 1C. 4b. In order to achieve your goals you have to become accepting towards others. Late H.S.: 1C. 5a. Action steps would include being more knowledgeable of disabilities early on, then accept the differences, and then include all students. 1C. 5b. Monitor progress by paying attention to interactions amongst students.

Goal 2:
Early elementary: 2A.1a. Recognizing that others may experience situations differently is important in social development and when working with others. 2A.1b. Using listening skills to identify with the feelings of others allows individuals to show empathy and problem solve. Late Elementary: 2A.2a: Students can identify verbal and situational cues when indicating how others feel, helping them discover a problem and how they can help the individual. 2A.2b. If students can describe the feelings of others, they are proving that they are able to sympathize and interact appropriately with others in certain situations. Early H.S: 2A.4a: Students should be able to analyze similarities between their own perspectives and others perspectives to further comprehend why they feel how they do on a certain issue or situation. 2A.4b: Conversation skills are vital to further develop social skills and appropriate verbal situational language. Late H.S: 2A.5a: students need to be able to accept others opinions and be open to hearing why others believe what they believe. Students also should be able to understand that it is okay to have different beliefs. 2A.5b: Expressing empathy is an important skill for all individuals to possess. Being able to express empathy is a sign of maturity and social development. Early Elementary: 2B.1a: People are similar and different

because everyone comes from different family structures and different backgrounds. Students can accept that this is okay. 2B.1b: Students should be able to point out positive qualities in others and express these qualities to the other student. Late elementary: 2B.2a: There are many different cultures and groups that students are apart of. Students should learn about all of these cultures and be able to identify the many differences and similarities to their own culture. 2B.2b: students should be able to work with students who may have different cultural backgrounds and accept the differences. Early H.S.: 2B.4a: Stereotyping and prejudicsm are negative connotations that students need to be aware of. They need to understand that these are not okay and that all cultures are accepted. 2B.4b: Students need to not only accept other cultural groups, but show respect and appreciation for all cultural groups and not only their own. Late H.S: 2B.5a: Strategies for being respectful to others include making only positive remarks, compliment others, and treat others as you would want to be treated. 2B.5b: Advocacy for others contributes to the common good because it makes our community overall a safer and nicer place for everyone to live in. Early elementary: 2C.1a: Working and playing with others can be characterized by sharing, showing signs of respect, and being polite and inviting. 2C.1b: Demonstrating appropriate social behavior is important for students to understand and execute. Students need to behave appropriately in the classroom and this may not always be the same types of behavior they demonstrate outside of the classroom. Late elementary school: 2C.2a: Approaches for making and keeping friends include being respectful, honest, and encouraging. Students need to be made aware of these strategies and be able to implement them. 2C.2b: Strategies for working in groups include being open to ideas, hard working, and trustworthy. Students need to show these items. Early H.S: 2C.4a: Asking for support from others is

appropriate as well as giving support to others. Students should understand these concepts and the appropriate ways to go about giving/asking for support. 2C.4b: Everyone should contribute equally when it comes to group projects and students should all be given the strategies and skills necessary to become a group leader. Late H.S: 2C.5a: Communication with teachers, peers, and families, should be level appropriate and students should treat everyone in their lives with respect and appropriately to whatever social situation they may be in. 2C.5b: When working on a group project, students should be able to discuss who is going to handle what tasks and how everyone will actively participate in the group. Early Elementary: 2D.1a: Students should be familiar with typical age level problems and ways to go about solving these different problems. 2D.1b: Conflict resolution is essential to social development amongst peers, and students should be presented with strategies to solve problems in given situations. Late elementary: 2D.2a: Students can be aware of causes of conflicts by reviewing certain conflicts that may be common in their age range. 2D.2b: Opposed to using aggression to problem solve, students should be presented with constructive approaches to resolving conflicts. Early H.S: 2D.4a: Listening and talking helps resolve conflicts because communication is key to social development and social problem solving. 2D.4b: When working in groups, students should be able to apply problem solving skills to resolve any disputes that may arise during their group work. Late H.S: 2D.5a: Negotiation skills allow for students to meet halfway during any type of conflict. 2D.5b: Students should evaluate the problem solving skills they already use and decide which strategies work and which ones they need to improve on.

Goal 3:
Early elementary: 3A.1a. Unprovoked acts that hurt others are wrong because that means that the aggression that is being asserted is on purpose. 3A.1b. Some social norms that guide behavior include

bullying, kids are more likely to take the side of the person who is bullying rather than the person being bullied. Late elementary: 3A. 2a. Students can demonstrate respecting the rights of others by keeping their hands to themselves. 3A. 2b. Social norms affect decision making because students feel the need to assimilate with their peers. Early H.S: 3A 4a. Students can demonstrate personal responsibility by sticking up for what they truly believe in and defending those beliefs. 3A. 4b. Social norms and expectations given to students from those who are older than them have a greater impact. Students are more like to follow authority figures to avoid consequences. Late H.S: 3A. 5a. Ethical reasoning plays a huge part in societal practices because of the different cultures and their beliefs, not everyone will agree with what practices society puts in place. 3A.5b. Having different cultural norms provides for a more diverse community because not every culture abides by the same norms. Early Elementary: 3B. 1a. Students can make decisions as small as which colored pen they should write with to as big as contemplating cheating on a test. 3B. 1b. Your ability to make positive choices around your classmates will increase the likeliness that your peers will follow in your steps. Late elementary: 3B. 2a. The steps of decision making vary depending upon the situation and who it involves. But in order to make it systemic it needs to follow a clear set of guidelines. 3B. 2b. Consequences depend upon the severity of the problem at hand and the type of problems being dealt with. Academic problems are solved by punishment within the school. Social problems are solved by a common consensus between the people who are involved in the situation. Early H.S: 3B. 4a The ability for students to generate alternatives to situations is an option for students but to pick the right choice is influenced by their peers. 3B. 4b.To establish good work and social relationships, you must consider your decisions by questioning if they

positively benefit you and your peers. Late H.S: 3B. 5a. The decisions students choose to make now will have an effect on college and career choices because it all depends on how well you are prepared for the future. 3B. 5b. Making responsible decisions affects interpersonal relationships because of the different personalities amongst groups. Early Elementary: 3C. 1a. Roles that contribute to a classroom would include being accepting of your peers. 3C. 1b. Roles that contribute to your family include being loving and accepting no matter what situations they present you with. Late elementary: 3C. 2a. Roles that contribute to social community would be refusing to get involved in harmful practices (bullying, gossiping, etc.) 3C. 2b. Roles that contribute to local community would be getting involved in social activities to help better the community. Early H.S: 3C. 4a. Ways to improve school climate would be campaigns against bullying, awareness campaigns for children with disabilities. 3C. 4b. Having local food pantries and places where less fortunate people can go would help to contribute to the community. Late H.S: 3C. 5a. Working on a project to meet school needs involves being able to work to better the schools environment based on what authority figures say they need to get done. 3C. 5b. Working on a project to meet community needs means finding a common ground in which needs that need to be met are agreed upon to better the community. Student Learning Goal(s)/ Objective(s) Elementary goals: to learn the goal/meaning of the game and to be able to dribble, pass, and shoot the ball with no competitive play involved. Partner work including: bounce Skills/procedures pass, chest pass, and overhead pass. Specific rules What are the specific learning include: for every step you take, the ball must be bounced, goal(s) for student in this lesson? dribbling with one hand only, keeping hands to yourself, use positive and encouraging language. work on communication Concepts and during practice of skills reasoning/problem
solving/thinking/strategies[2] What are the specific learning

goal(s) for students in this lesson?

High school goals: using previous skills to work on specific plays and further develop those skills. being able to understand the different positions on the court and being able to work on more competitive skills by doing drills involving hand eye coordination and communication. make students aware of possible situations that they could face where they need to maintain good sportsmanship.

Prior Academic Knowledge Elementary: have some kind of hand-eye coordination, and Conceptions ability to get attention of others by using some kind of communication (eye contact, hand gestures, or language).
What knowledge, skills, and concepts must students already know to be successful with this lesson? What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this lesson?

High school: ability to cooperate with teammates, know limits of your behaviors, basic basketball rules and skills (dribbling, passing, shooting) Gaps: if a student is unable to communicate it could cause issues for themselves and the rest of the team. bad sportsmanship could cause aggressive behavior. physical impairments could affect the way the game is played. the inability to understand position or plays or main concepts of the game. Forgetting rules in certain situations or forgetting the job of the specific position, miscommunication between teammates, not listening to the teacher

Common errors, developmental approximations, misconceptions, partial understandings, or misunderstandings

What are common errors or misunderstandings of students related to the central focus of this lesson? How will you address them for this group of students?

Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.

Launch 5 Minutes

Elementary: bouncing the ball/throwing it around/rolling the ball to certain students

How will you start the lesson to engage and motivate students in learning?

High school: choosing a student to competitively participate in a basketball play

Instruction 15 Minutes
What will you do to engage students in developing understandin g of the lesson objective(s)? How will you link the new content (skills and concepts) to students prior academic learning and their personal/cultu ral and community assets? What will you say and do? What questions will you ask?

Continuously moving around while talking about the lesson and having different students show examples of the skills. Elementary: Communication and using positive language with other students High school: You could relate this lesson to students previous lessons by talking about cooperation and teamwork because in the past students have obviously had to work in partners for projects or other situations.

Elementary/High school: Students are going to do the drills and practice the skills.

Elementary/High school: To determine if students are meeting the objectives you will assess them on various tasks, but either written assessments or physically allowing the students to show their progress and ability.

What will students do? How will you determine if students are meeting the intended learning

objectives?

Structured Practice and Application 15 Minutes

How will you give students the opportunity to practice so you can provide feedback? How will students apply what they have learned? How will you determine if students are meeting the intended learning objectives?

Elementary: break off into partners and practice passing, dribbling around cones, shoot into the basket from specific areas on the court while teacher watches and gives feedback High school: break into partners: dribble with defense, shoot with a defender, and pass while someone is guarding you, and the teacher can watch to give feedback Elementary: students will break off into partners and practice passing, dribbling around cones and down the court, and shoot into the basket from specific areas on the court High school: students will be broken into teams of five where they will competitively play a game of basketball using all of the skills they had learned previously. I can tell that elementary students would not be meeting objectives if they are not able to dribble or pass or shoot or if they are struggling and need a little more assistance. In high school I can tell if a student is not meeting objectives if they are not able to compete with a good attitude or if they are having problems keeping up during play.

Closure 5 Minutes
How will you end the lesson?

Recap what was learned during class and have class assist in putting away materials.

Differentiati on/ Planned support

**Based on what behavior is being viewed during the class. Whole Class: Materials and rules will be given to the students before task has started.

How will you provide students access to learning based on individual and group needs? How will you support students with gaps in the prior knowledge that is necessary to be successful in this lesson?

Groups of students with similar needs: Groups will be offered more time to work on certain skills that need more improvement. Individual students: When a student is struggling on a certain task, the teacher would step in and give extra help on the specific skill they need more improvement on. Students with IEPs or 504 plans: When it comes to adaptive PE, limiting differences between students with IEPs and those without. In order to put supports in place, you would alter the entire lesson, and if the student still shows difficulty, you could give assistance just as you would with an individual student. Strategies for responding to common errors and misunderstandings, developmental approximations, misconceptions, partial understandings, and/or misunderstandings: Continuously go over the rules of the game so that misunderstandings are limited.

Student Elementary: Students will be allowed to pick their partners to work on bounce interactions passes, chest passes, and overhead passes.
How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?

High School: Teacher will assign teams ahead of time, and announce team to the students. This will avoid conflict amongst students regarding who is on what team, and teacher can also make sure teams are fair. Teams will be competing against each other in actual full-court games and will have to work together with their teammates to succeed.

What ifs
What might not go as planned and how can you be ready to make adjustment?

Elementary: Students may not understand basic rules (no walking and dribbling, only using one hand to dribble)- teacher may need to demonstrate incorrect way of doing these things so students know what not to do. High School: Students from assigned teams may be absent that day, may need to move around students so there is fair number on each team. Students may not demonstrate appropriate sportsmanship, teacher may need to intervene and settle disputes. Students may forget their positions and the plays their team run, teacher may need to pull student aside and go over their responsibilities.

Theoretical principles and/or research based best practices

Why are the learning tasks for this lesson appropriate for your students?

It will assist the students with their hand-eye coordination, communication skills, teamwork skills, and sportsmanship/attitude.

Materials
What materials does the teacher need for this lesson? What materials do the students need for this lesson?

Elementary: Cart of enough basketballs for the students in the class to pair up and have one basketball per pair. A gym to conduct the drills in. High School: Cart of basketballs, gym to play games in, and pennies for each time to wear to differentiate from each other.

Elementary/High School: gym shoes and athletic clothing

Academic Language Demand(s):

What language function do you want students to develop in this lesson? What must students understand in order to be intellectually engaged in the lesson? What content specific terms (vocabulary) do students need to support learning of the learning objective for this lesson

Students will learn to communicate with their teammates by a common language or gesture. In order to keep the students to be intellectually engaged, students must understand the game itself and how it is played. They must understand the rules of the game and when to use them. Dribbling, shooting, passing, bouncing, court, basket and point based system, team, teammates, rules, game vs. practice

What specific way(s) will

Student should read the rules that are written for them to describe

students need to use language (reading, writing, listening and/or speaking) to participate in learning tasks and demonstrate their learning for this lesson?

the game. Students should use eye contact and body language to show they are listening to the teacher and what is being explained. Students should be able to apply the words taught to them in competitive situations, such as calling for the ball.

What are your students abilities with regard to the oral and written language associated with this lesson?

Elementary: Students should be able to correctly pronounce the terms used within the activity. High school: Students language is complex, so they should be able to say the various terms associated with the activity and describe what each word means. Support students by constant repetition of phrases that are important when it comes to playing the game. Offer alternative means of communication for students that lack certain verbal skills. Offer exceptions or changes in the rules for students who may have a physical disability.

How will you support students so they can understand and use the language associated with the language function and other demands in meeting the learning objectives of the lesson?

Assessments:
Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson objective(s). Attach a copy of the assessment and the evaluation criteria/rubric in the resources section at the end of the lesson plan.

Type of assessment (Informal or Formal)

Description of assessment

Modifications to the assessment so that all students could demonstrate their learning.

Evaluation Criteria What evidence of student learning (related to the learning objectives and central focus) does the assessment provide? Assessment provides that students can differentiate between the three different types of passing (overhead, chest, bounce) and can execute them correctly.

Formal

Elementary: When partners are working on different types of passing, they have to get checked off by teacher before

Make sure students in wheelchairs are able to participate, may need to be placed on the end with their partner so there is more space for student. Student in wheelchair may need

moving on to anything else.

to be partnered with a student who has strong passing skills to ensure the ball will get to them. If a student has a visual impairment, they may need a teacher or another student to stand with them to assist with the passing. Student in a wheelchair is able to participate, however student may need to be in a slower paced game, or be placed on team with students with stronger skills to ensure they are able to participate to their best ability. A student with a visual impairment may need a student to assist them while playing. Students with visual impairment may need a test with larger print/braille, or a teacher to read the test to them and fill in their answers. Assessment provides that students can fluently play a game of basketball by following the rules, playing their positions, and correctly demonstrating skills.

Informal

High School: Teacher observes students participating in actual game without intervening and observes to see if students are understanding the rules of the game.

Formal

Elementary: Written test quizzing students on basic rules (dribbling with one hand, running while dribbling and not walking with the ball, and keeping their hands to themselves) High School: Written tests quizzing students on the different

Assessment provides that students have a knowledgeable understanding of the skills and will be able to physically demonstrate them.

Formal

Again, students with Assessment will visual impairments may provide that students need assistance or are knowledgeable large print/braille. about the positions and

positions on the court, each positions responsibilities, and testing students on prior knowledge/skills.

responsibilities, different potential plays, and the prior skills they have learned.

Analyzing teaching
To be completed after the lesson has be taught

What worked? What didnt? For whom?

One thing that could have worked well with our lesson is the fact that we assigned teams, this allowed for us to decrease the amount of problems that could arise amongst various students. Something that may not work would be our strategies for keeping the students attention. Some students may not gain any interest in the activity at all.

Adjustments
What instructional changes do you need to make as you prepare for the lesson tomorrow?

Some changes we could make to the instruction would be to involve more students in demonstrations to ensure they understand the key concepts of the activity we are teaching them.

Proposed Changes.
If you could teach this lesson again to this group of students what changes would you make to your instruction?

Whole class: We could make more detailed instructions for the students to follow so that there is no room for unwanted behavior. Groups of students: We could provide a series of group activities that are determined by their abilities. Individual students: We could make tasks more simple for those who cant complete the tasks even with assistance from their classmates or teachers.

Justification

These changes should help to improve student learning because

Why will these changes improve student learning? What research/ theory supports these changes?

they allow the teachers to pinpoint the areas in which the students are having the most difficulty, but taking away the harder aspects of the activity.

Resources: Attach each assessment and associated evaluation criteria/rubric.