LESSON PLAN

Aligned with the Minnesota Standards of Effective Practice on Planni

and the Minnesota Teacher Performance Assessment Package

Teacher Candidate: Kayla Ruthenbeck

School and District: District 192
Unit/Subject: Team Sports
Lesson Title/Lesson Focus: Shots in Basketball

Date: November, 4th 2016

Grade:11th/12th Grade
Estimated Length of Lesson: 65 minutes

PRE-INSTRUCTIONAL PLANNING
Context for Learning/Provisions for Diverse Learners
1) Identify the strengths, needs, and interests of individuals needing
accommodations, including students with IEPs and/or 504 plans.
In this class, there is one student with a 504 plan. This student was diagnosed with ADHD and
Disruptive Behavior Disorder. This students disabilities impact his ability to control their
impulses. Accommodations that need to be made include an increase in immediacy of
recognition and rewards for making appropriate choices in the classroom and allowance of
sensory items to help him control his impulses during the heavier lecture days (i.e. stress
balls/gum).
This student is highly active and athletic and will not need accommodations when it comes to the
basics of the class. Accommodations may need to be made if disruptive behavior sparks up
during play time causing the student to become vulgar and aggressive. However, this student
is on the Varsity Basketball team and has shown great progression over the past few years.
There is another student in this class who has an IEP. He struggles with reading and writing and
will take his assessments with a para in another room on testing days. However, this student
verbally can take the test and get a perfect score. This student does not have any problem
understanding the concepts and is very athletic. Accommodations that will need to be made are
when we are reading articles and taking assessments. As stated earlier, this student will take
their assessment elsewhere. When reading articles, there will be a para to read the article to the
student.

2) Identify the strengths, needs, and interests of individual students in your

classroom whose first language is not English, who represent cultural
differences, who may struggle to learn, or who may be highly motivated to
learn.
Everyones first language is English in this, there are no ELL or ESL students. This class is an
elective and all of the students in it have chosen to be a part of this class. With that being said,
motivation is not an issue and all of the students are excited for this class. However, many of the
students come from different backgrounds and it is a culturally diverse group.
There is a mix of ability levels in the sports in this class. Some students play the sports we learn

competitively, while others are beginners and are just naturally athletic. That being said, some
students may need more instruction and we will have our teams split up by ability level
somedays (chosen by the student themselves) and mixed other days to help work on the team
atmosphere of the sports. When approaching certain sports, some students are less motivated
than others and it is important to find a way to spark their motivation and ask what they would
like to learn.

3) Identify prior learning experience, and language, physical, cognitive, or

social/emotional
development you will need to consider as you plan instruction for this group of
students.

There have been racial slurs towards one another regarding ability levels in sports and this is an
area that needs improvement. The racial jokes and comments are not to be tolerated in this
class. When one is heard, participation points will be docked for that day. The students need to
understand the seriousness of their comments and if they continue play time will be taken
away and they will need to reflect on the actions and comments they have made to one another.

4) Identify data (such as students progress in previous lessons, assessment

results from previous lessons, or a prepared pre-assessment related to the
lessons you will teach) that you have collected (or will collect) to inform your
planning (in order to address students strengths, needs, and interests).
Students have been evaluated a few different ways within the Basketball Lessons thus far. All
students received an A in their Concepts of Basketball Assessment. I have assessed my
students ability on understanding the basics of the sport, as well as their fundamentals such as
dribbling and passing. I will be preforming a Pre-Assessment on what the students know
specifically about the different shots in basketball.
After the Pre-Assessment, I will adjust my lesson plan accordingly to accommodate to meet each
students needs.
5) Based on your answers to prompts 1-4 above, what specific supports have you
planned (or will you plan) for students to help them reach the lesson objective?
To motivate the students who are not motivated about specific sports and activities, I will provide
alternative options to spark their motivation or to stay active. Specifically, I will always have at
least one article and one video for the students to watch (sometimes on their own time,
sometimes in class) on the sport that is about to be taught. If the student still has no interest in
the sport, they will be given the option to test out of the concepts of the sports and given the
opportunity to stay active by walking/jogging around the track or gym while we are in class. This
class will also have a course site where all of our resources, plus additional ones, will be posted
for students to look at in their own time. This allows students to learn more or to learn the
content in different ways. On the course site will be a list of definitions, links to videos, links to
articles, and video clips showing examples of how to do something.
Central Focus and Alignment:

What is the learning goal you have identified for your students?
The goal of this lesson is for students to grasp the general idea of the different shots used in
basketball. This will also help them understand movement concepts, principles, strategies,
and tactics as they apply to the learning and performance in physical activities (National
Physical Education Standard, 10th grade #2).
What state adopted academic or content standard(s) are you addressing? (Provide
the name of the
standards document, the grade level, the correct numerical citation, and the text
of the standard(s)
you select.)
The content standards include the following (standards are from 10 th grade):
2. Demonstrates understanding of movement concepts, principles, strategies and tactics as they
apply to the learning and performance of physical activities. (Knowledge)
This correlates with this lesson because they are learning basic movements that are applied in
the sport of basketball and other physical activities.
3. Participates regularly in physical activity. (Physical Activity)
This correlates to the lesson because basketball is a sport the students can play throughout their
lives. It is a way for them to stay active and fit and we are exploring multiple way for them to do
that throughout this class.
What is your objective(s) for this lesson? Identify what the students will be able to do
following
instruction. Include an action verb (observable behavior), and criteria for success.
At the end of this lesson, students will be able to define at least four different types of shots in
basketball, demonstrate each shot, determine what type of shot should be used and when, and
create a play using at least one of these shots.
Academic Language and Support:
What are the academic language demands? Identify forms and functions.
Forms:
Define- Students will need to tell me what the name of the shot is
Demonstrate- Describe the shot to me on paper or verbally of how you preform it, or physically
show me the shot.
Determine- analyze a situation and tell me what shot should be used and explain why
Create- use your imagination and make it up
Play- a plan of where people should go and when in order to score or advance your team in some
way
Functions:
Explain- verbally speak or write out why what you said is correct or valid

Describe- offer a description of each shot

Analyze- looking in depth at a situation happening on the court
Syntax:
make a play- students will need to analyze situations on the court and come up with a way to
try to advance their team and stop the bad situations from happening on the court
Discourse:
basketball discourse- students should be able to talk using basketball terms in this class. For
example, if someone states the word traveling we learned that in this class that means
walking/taking steps without dribbling the ball. Traveling in basketball discourse does not me
going on vacation or visiting a different place.

How have you planned to support students in meeting the academic language
demands for this lesson?
(Identify specific strategies, visuals, models, and or demonstrations you plan to
use.)
I will have a list of the academic language on the course site with the definitions as stated above
for students to look at when needed. I will also always have the current lessons academic
language posted on the wall or white board during each class period for a better understanding
throughout the lesson. Most of the academic language will be covered and reviewed at the
beginning of each lesson.

Assessment: Attach to your lesson plan any rubrics, checklists or other assessment
tools that you will use.
Describe the tools/procedures that will be used throughout this lesson to monitor
and measure
students learning of the lesson objective(s). (Multiple and varied assessments
should be used in the
lesson.)
Assessment Type
Formative

Assessment Tool
Exit Ticket

Summative

Unit Final

What it measures
The students understanding
on how to preform each shot
taught in basketball. They will
show each shot to a
teacher/partner.
Basketball will be 1/3 of the

final exam that is given at the

end of the unit. It will
measure the students
understanding of each team
sport
Identify the performance criteria or benchmark to be achieved.
As stated in the state standards, one of the benchmarks to be achieved is Demonstrates
understanding of movement concepts, principles, strategies and tactics as they apply to the
learning and performance of physical activities.

Feedback:
How will you plan to provide specific feedback to students on their progress
toward reaching the lesson
objective?
One way the students will receive feedback is through their grades on their assessments. The
students will also be consistently observed through out every class period and their feedback will
be posted on the course site privately at the end of each day. The students are not graded on
how good they are at a sport, so for some students their feedback is essential to be reassured
they are doing well in the class.
How will students use the feedback to improve their competencies and knowledge?
Students will use their feedback to grow in their knowledge by looking at their feedback as their
homework every night and challenging themselves on what they can do to improve. Students
can also use their feedback from their assessments as guides to help them retain the information
throughout the unit to prepare themselves for the Unit Exam.
Materials and Special Arrangements:
Teacher Materials:
Course site, texts
Student Materials:
Course site, optional texts/videos, checklist
Theories and or Research-Based Best Practices:
Identify relevant research/theory to justify why learning tasks (or their
application) are appropriate.
How have you intentionally linked this to your instructional planning?
The applications/assessments in this unit are essential in Physical Education. Assessment is vita
in physical education because it allows us to measure what our students are learning and how
they are progressing. This is a subject that can be cut from the education system and having
assessments to show how it helps and how the students learn are important in keeping physical
education in our schools.

Attached is an article called Web-based assessment of Physical Education Standards by

Marybell Avery that talks about the importance and weight of assessments in physical education.
References (APA) and Acknowledgments:
Avery, M. (2012). Web-Based Assessment of Physical Education Standards. Journal of Physical
Education, Recreation & Dance, 83(5), 27-34. doi:10.1080/07303084.2012.10598776

Design, V. (2012, January 1). Type of Shots. Retrieved October 14, 2014, from
http://www.theworldofhoops.com/school-of-hoops/shooting-and-finishing/types-of-shots/
m

Expectations for Student Behavior:

Describe how your students will be intellectually engaged. How will you
communicate expectations for
them? How will you follow up on behavior expectations and how well you are
engaging learners?
My students will be intellectually engaged through their final assessment on how to make a play
because this will apply all the knowledge they know about shots and the logistics theyve learned
about the game thus far.
(scripting)
Class, you are expected to make a play that will help advance your team while on offense. You
will have 10 minutes to discuss strategies and play in a group. Individually, you will each write
your own play and defend it to tell us how it will be a successful pay. Your progress with be
monitored throughout the day by me to make sure you are on task and working on your play. You
are expected to behave appropriately and respect one anothers ideas. Failure to do so will be a
loss of points on your assignment. Your grade is in your hands and as long as you defend your
play and behave well, you will pass.
(end scripting)

Teacher Skill Focus for This Lesson: (Also note how you plan to collect feedback.)
I will really be focusing in on my students working independently together to complete their assigned
work. Since this class is all upperclassmen, I think it is important to give them the responsibility of their
own learning. I will make myself available for questions at all times, however, there will be a lot less of me
giving them everything. Obviously, accommodations will be made where they are needed. But, for a
majority of students, finding resources on basketball and the shots in it shouldnt be too difficult. They can
search in the Library where they can find books and videos, as well as the internet. I will compare test
results to a unit where I hand fed everything to them. I will also compare student excitement by
videotaping my classes.

The International Society for Technology in Education (ISTE) National Educational

Technology Standards (NETS) for Students:
This lesson will help students meet the following technology standards: (Provide the
standards and applicable sub-parts. You may find the ISTE NETS for students at
http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf
2. Communication and Collaboration
a. interact, collaborate, and publish with peers, experts, or others employing a variety of
digital environments and media
b. communicate information and ideas effectively to multiple audiences using a variety of
media and formats
c. develop cultural understanding and global awareness by engaging with learners of other
cultures
d. contribute to project teams to produce original work or solve problems
and
4. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and
operations. Students: a. understand and use technology systems
b. select and use applications effectively and productively
c. troubleshoot systems and applications
d. transfer current knowledge to learning of new technologies

Standard Lesson Plan Form

LESSON PLAN
Plan your teaching steps by addressing What will the teacher do and What will students do.
Provide evidence of scaffolding, linking new content to prior learning, engaging students,
monitoring progress, supporting students so they can use academic language, and transitioning.

INSTRUCTIONAL SEQUENCE
Tim
e

What will the teacher do?

What will students do? (Note behavior

expectations and plans to promote
intellectual engagement.)

Introduction/Motivation:
Activate prior knowledge Review our previous
lesson on the fundamentals of shooting.

30
min

Class, who can tell me what we learned about

on the fundamentals of shooting? . Thank you.
We learned about our form and how that can
vary depending on the shots you make. We went
over B.E.E.F (Balance, elbow, eye, follow
through) and today in class we are going to
apply this information by learning specific shots

Students will listen respectfully and interact

when called upon.

Up to 3 students will share what they know.

ActivityAsk students what they know about
the different shots in basketball.
Communicate the learning objective

At the end of this lesson, students will be

able to define at least four different types
of shots in basketball, demonstrate each
shot, determine what type of shot should
be used and when, and create a play
using at least one of these shots.
Introduce academic language

I will let them know what they will be

reading about and briefly discuss the
words they may not understand

Students are expected to be respectful and

listen to what I have to say when beginning
teaching. I will encourage questions to
promote intellectual engagement.

Lesson Tasks (Including Assessment):

25
min

Briefly discuss different types of shots

Free Throw
Jump Shot
Layup
3-pointer

Students are expected to respectfully

transition and complete each task planned
for the day. They are expected to put an
effort in intellectually through the reading
and physically through the demonstration of
shots and game at the end of the class.

Popcorn read types of shots article

Questions on reading
Physical demonstration of each shot
I will physically demonstrate each one
of these shots. To get students
interacting, I will offer a student to
demonstrate the shots if they have
prior basketball knowledge and skills
Practice (Assessment) of each shot)
The students will have time to practice their
shots and close to the end, they will have to
complete their exit ticket. I will walk around
the gym and offer assistance where needed
and make myself available for students to
ask questions throughout their practice
time.

Students will read the types of shots handout aloud as a class popcorn style.
Students will ask questions at the end of
reading.

Students will respectfully watch as I (or a

student if volunteered) demonstrate the
shots that need to be learned.

Students will get in groups of 4, find a hoop,

and practice shots
Students will show a peer or teacher their
shot and have them initial it off on their exit
ticket.

10
min

Closure: (Summarize the lesson with students,

provide further opportunities for learning, and
build a bridge to the next lesson.)

Review
We will do a short review after their exit
tickets are completed.

Students are expected to be able to wind

down and control their body while we do a
quick over view of the lesson we just
learned and briefly touch what we will go
over in the next lesson. This is the time for
students to ask their questions.