Springfield College Daily Lesson Plan

Name: Kelly Haines

Date: March 27, 2015

Lesson #: 2

Facilities: Gymnasium

Unit/Theme: Basketball

Generic Level: Control

Equipment:

1. Basketballs (25)

Time: 49 min
Class Size: 17/21

2. Hot Spots (15)

School: North Middle School

Grade: 6/7

3. Whistle

4. Partner Assessments (20)

5. Pencils (20)
Focus of Lesson: Passing and Shooting
Student Performance Objectives (SPO): (SHAPE; MA CF #___ ; Task/Activity #___)
By the end of the lesson, students should be able to:

(P) Demonstrate proper shooting for by scoring a 3 in at least 2 of the 4 BEEF categories during partner assessment. (S1.M9; MA CF
#2.9 ; Task 2-Peer Assessment)
(C) Identify the meaning of BEEF with 100% accuracy during the closure of the lesson. (S2.M2; MA CF #2.11; Closure-Informal
Questioning)
(C) Identify appropriate times to use bounce pass and chest pass with 100% accuracy. (S2.M2; MA CF #2.11; Closure- Informal
Questioning)
(A) Work with classmates effectively during all group and partner activities by using appropriate communication, encouraging
partner(s) and completing the appropriate partner assessment. (S4.M4; MA CF #2.11; Entire Lesson- Informal Assessment)
Check each objective is it specific? Is it achievable? Is it developmentally appropriate?
Teacher Performance Objectives During the lesson the teacher will:
1. Give specific feedback, by using pinpointing and corrective specific feedback when needed.
2. Reduce wait time by having smooth transitions and plenty of activity time.

3. Check for understanding after demonstrating each activity by asking specific questions regarding the skill or activity that was
explained.
Special Considerations What are the safety concerns? What is unique about the students in this class?

If there are extra basketballs they should be placed in the rack

Student will make sure that they make eye contact with their teammates before passing them the ball.

Place basketballs into the basket- do not shoot the basketballs into the basket

References: (include page # and/or actual web site address)

Teaching Cues for Sport Skills by Hilda Fronske- pg 41
http://assets.ngin.com/attachments/document/0022/1084/HFLCH_Player_Drills.pdf

TIME
5 min
2 min

SEQUENCE OF LESSON
Transition: Students will get changed enter the gym, teacher will
meet students at the door and have students begin the warm up
Warm Up:
-

2 min

4 lapswith basketballs, students will complete a task card at

each corner
o Around the World
o Figure 8s
o Finger Flicks
o V Dribbles

Transition: Students will return basketballs to the basket as they are

done and return to their squad lines.
- Squad lines

ORGANIZATION
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REFLECTION
The warm up worked
well and was
appropriate for the
students. During the
brief explanation of
the warm up it is
important to check for
understanding. Also it
took students a while
to do four laps.

1 min

Stretch (led by student)

Upper body Push ups 15
o Demonstrate proper push up form
Teacher will take attendance while students complete stretching

Transition: Students will sit at the white board.

5 min

Informing: Review
Safety/Class Procedures:
When you hear the whistle blow the basketball goes between
your feet
Basketballs that are not being used will be put back in the
basket
When working with a partner or group members make sure they
are looking before you pass them the basketball
History:

Who invented the game of basketball? (James Naismith)

Where was it invented? (Springfield College, MA)

Dribbling:

Finger pads
Eyes up
Waist level
Violations: Double Dribble, Traveling, Carrying

Passing:
**Will complete student demonstration while informing- 7th graders
will be asked to identify the skill cues since they have had a
basketball unit before.

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The review of history

was very effective.
Students remember
most history from the
previous class.

10
min

Catching a ball
o Make a W
o What happens if you dont make a WJammed Fingers
o Catch first then go into dribbling.
***Choose the pass you would like to use based upon the situation
Chest:
o Elbows bent/ ball at chest
o Thumbs start together and finish outward
o Step forward
o No bounce-straight line
-Quickest pass. Why? (Shortest path between two points is a straight
line)
Bounce Pass:
o Bounce 2/3 of the way
o Release downwards
o Same hand position and step as chest pass
-Not the fastest passwhy is it the most important? (Can bounce under
the defenders arms)

Review the force

component of each
pass.

Ask students why the

ball must bounce 2/3
of the way to their
partner (angle)

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Accommodations: Refer to visuals on board, include student with IEP

in demonstration to further understanding.

Task 1: Star Pattern Pass Activity(7th Grade Only)

Student Demo: Ask for 5 volunteers to demonstrate

You always pass and receive from the same person

Follow the pattern
Keys: Pay attention, have your hand ready, after you pass get
ready to receivegive your best effort to stay focused on the
task
Students will get into their groupscreate their own pattern:

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The star passing

activity worked well,
students liked the
challenge of adding
more basketballs. It
made them think when
I gave the one group
three basketballs. It
was effective to use
guided questions to
help students to figure
out how to effectively
pass three basketballs
at a time.

o Chest pass
o Bounce Pass
o Any pass youd like
Transition: After student demo students will make their own groups
of 5 or 6.
Extensions: Add a second ball, add a third ball
*Encourage-teamwork, communication and focus
How can you help someone who is having a harder time with this
activity? (Call out their name every time you pass them the ball.
10
min

Motivational Objective: One person counts, how many passes can

that group make without making a mistake?
Accommodations: Position self near student(s) with IEPs, encourage
that group to use communication to ensure that all of their group
members stay focused.
Task 1: Partner Passing and Dribble (6th Grade only)
Student Demo: One partner starts with the ball students are about 10
feet away from one another partner furthest from the gray wall starts
with the ball--o After 4 chest passes are completed, partner closest to the
wall dribbles down to the red line with their dominate
hand and back with their non-dominate hand, as their
partner dribbles down the other partner gets into the
receiving position closest to the gray wall
o Complete with bounce pass
Transition: From meeting area students will stand back to back with
a partner, the partner who is younger will stand on the red line, the

s
T

This activity worked

well for students
because they were
given the chance to
practice their dribbling
as well as passing.
One modification that
I did not plan for was
to have an odd number
of students in my
class. I made a quick
modification by
making a group of
three and having the
students alternate the
ways that they pass
the basketballs.

partner who is older will go get a basketball.

Extensions: Students must use a dribble move when they are
completing their dribbling; once students finish their dribbling they
will add in a pivot.
Motivational Objective: Can you complete this passing, dribbling
drill sequence with your partner without losing control of your ball.
Transition: Student will gather at the central basket. Basketballs will
be left on the ground.

Be sure to identify
how the ball should sit
on your handsome
students had the ball
siting flat on their
hand.

Shooting:
-Hand placement on the ball- shooting hand and guide hand- guide
hand should not affect the way the ball is shot.
- Teacher will demonstrate
1 min
10
min

Balance-body position
Eyes-focused on basket
Elbow-90 degrees, ball resting on finger pads
Follow through-gooseneck finish, put your hand through the hoop

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What is the purpose of the backboard? (Aim, like a bullseye on the dart
board)
s s s
Transition: Students will stand back to back with a partner, pairs of
partners will be sent to a basket with a ball- the student who is older
will go get a basketball students will start by sitting 6 feet apart.

s s s
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Task 2: BEEF Partner Shooting Form

Student Demo: Shooting form while siting back and forth to a
partner.
10

What part of BEEF does this work on? (Elbow, Eyes, Follow

s s s s

This was an
appropriate
opportunity for
students to practice
the process of their
shooting form rather
than to focus on the
product of making a
basket.

min

Through)

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-Students will complete 10 shots back and forth siting without

guide hand

Extensions: 10 standing shots without guide hand

Extensions: 10 standing shots with guide hand.
Accommodations: Reinforce BEEF throughout; have partners
provided feedback to one another.

O
s s s s

Task 3: Shooting Form Practice- Partner Rebounding/Assessment

-

1 min
3 min

There will be 5 hot spots at each hoop

Students will work with a partner using BEEF and shoot 3 set
shots, from each of the spots and then move to the next open
spot
Once partners have gone to all of the spots they will switch
jobs- shooter becomes the rebounder, rebounder becomes the
shooter
The second time around the partner will assess their partners
shooting from all 5 spots using the BEEF rating scale (when
their partner is assessing them they will get their own reboundand only shoot one shot from each hot spot) **Stress we are not
assessing the number of shots our partner makes we are looking
at their form
Safety: look out for other pairs basketballs; remember they
will be shooting at the same time.

Motivational Objective: How many shots can you make out of all 15?
Can you improve the number of shots you make from the first time you
shot to the second time you shot?

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The rebound/shooting
activity needs to be
demonstrated
appropriately.
Do not force the
assessment there must
be adequate time to
complete the
assessment.

4 min

Extension: If students are making shots easily they can take a step
back from the hot spot, or students can take a step in if they are having
trouble.
Transition: Students will put their basketballs away the other partner
will bring over, their pencil and their assessment to the gray wall and
sit around the teacher.
Closure:
(C) What does BEEF mean? (Balance, Eyes, Elbow, Follow Through)
(C) When do you use a bounce pass? (under defenders arms) When
do you use a chest pass? (when there is a clear passing lane)
(A) Comment on partner work/teamwork throughout the lesson.
(P) Comment on shooting form during Task 3.
Transition: Students will go to the locker room to get changed

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Students could answer

all questions during
the closure next time
if time permits I might
add more guided
questions to the
closure.