Springfield College - Daily Lesson Plan

Springfield College Daily Lesson Plan
Name: Heather DeLude

Date: 2/1/16
Time: 8:54-10:18
School: East Longmeadow High School
Lesson #: 1/4
Facilities: Half of the Large Gym
Class Size: 29
Grade: 9th
Unit/Theme: Basketball
Generic Level: Control/ Proficiency
Equipment: 20 Basketballs,Cones, Music Playlist
Focus of Lesson: Dribbling/Passing
Student Performance Objectives (SPO): (National # ; MA CF # ; Task/Activity # )
By the end of the lesson, students should be able to:
(P) Demonstrate 3 different types of dribbles by the end of the lesson. (National #:
S1.H1.L1; MA CF #: 2.17; Activity: Entire Lesson)
(C) Utilizes correct Basketball terminology by answering questions at closure. (National
# S2.H1.L1; MA CF: 2.17, Activity: Closure)
(A) Understands the rules and regulations and properly abides by them 100% of the
time during the entirety of the modified game. (National #: S4.H2.L2; MA CF #: 2.26;
Activity: Modified game)
Check each objective is it specific? Is it achievable? Is it developmentally
appropriate?
Teacher Performance Objectives During the lesson the teacher will:
Be sure to enforce all rules and regulations to keep the students safe throughout the
entirety of the lesson.
Make sure to utilize all skills making sure to have a loud PE voice and use whistle well
and correctly.
Special Considerations What are the safety concerns? What is unique about the
students in this class?
There is only half a gym, but there are 3 Basketball hoops so there should be room for
a lot of OTRs for Students. But make sure to keep them under control and have the
students place the basketballs on the ground when instructing.
References: (include page # and/or actual web site address)
SHAPE America: National Standards & Grade-Level Outcomes for K-12 Physical
Education 2014, pp. 56, 57 &59.
PEPC Basketball class Mr. Losse
Observations of other teachers Monomoy Regional Middle School Joseph Webster.
TIME
SEQUENCE OF LESSON
ORGANIZATION
6
Minutes
long
Changing time for students
5-10
Minutes
long
Warm up: For the warm up have the students

will go through dynamic stretching and have a
few different students lead dynamic stretches X
hitting all of the major muscle groups in the
body, quads, hamstrings, arms. Then I will
have the students run a lap around the gym
to get their heart rate elevated.
Signals: One Whistle or go = Go

Two whistles or just Freeze= Stop
3-5
Minutes
Long
5-7
Minutes
Long
Activity 1: Free Exploratory Dribble:

In this activity students will all have their own
basketball that they will get after the
instructing in small groups. They will be
dribbling around in the entirety of the gym
keeping control of their basketball, using both
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30
Transition: Students will bring the circle in as
Seconds the teacher begins to explain the activities for
the day
Informing/Instructing:
I will bring the students in and go over what
just happened in the warm up ask them
questions about what strategies worked if
they were successful and what didnt work if
they were not successful, I will then go into
the next topic of dribbling, I will ask the
students if they know the key points of
dribbling utilized in basketball and have them
help me to explain while demonstrating
dribbling when they answer. I will then call on
someone different from the class to do a
student demonstration. I will then go on to
explain activity one.
Key Points:
Hand over the ball
Keep the ball at waist height
Dribble with a light force.
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30
seconds
long
10-15
minutes
long
hands and moving at a medium speed and

getting back used to dribbling.
Extension UP: I will have the students use
their nondominant hand and walk around with
their eyes up the entire time they are moving.
Extension DOWN: I will have the students
stand in place and dribble the basketball if
they are having trouble dribbling while
moving.
Demonstration: I will be demonstrating the
dribble while going over the key points with
the students.
Check for Understanding: What is a double
dribble? When you dribble stop and then
dribble again. When in basketball do we use
dribbling? To get past defenders What is
important to remember when dribbling? Keep
your eyes up and know where youre going.
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Transition:
I will have the students bring it in and we will
go over dribbling again and what they
experienced in that activity and then go into
explaining the next activity:
Activity 2: Basketball Fishy-Fishy
In this activity students will be playing a type
of fishy-fishy game but incorporating their
basketball dribbling skills they have gone
over in the class before. Two students will be
in the middle of the gym and they will call out
Fishy Fishy cross my ocean, and at that
point all of the students on one side of the
gym will attempt to get to the other side of the
gym without their basket ball getting stolen or
losing their dribble. If a student gets their
basketball stolen they become one of the
sharks in the middle and the person who got
their ball goes back on the outside. So you
only stay in the middle and you work on your
defense until you can win the ball back and
you go back on the outside.
Extension UP: The student can only use
30
seconds
long
10-15
minutes
long
their non-dominant hand to dribble across

making it more challenging for the students to
get across.
Extension Down: Decrease the number of
sharks in the middle giving the students a
higher chance of success of making it across
the gymnasium.
Demonstration: I will have two students
demonstrate by having one student try to get
by the other.
Check for Understanding: What are some
important things we need to remember about
dribbling?
When in a basketball game do we use
dribbling?
How do you get out in this game?
Transition: Once we have gone through the
game two-three times (depending on time) I
will have all students walk over to the middle
and make a circle, having the students place
the basketball at their feet so they are not
distracted.
Activity 3: Partner Passing
The students will be picking their partners
and one partner will line up on the baseline
and the other partner will line up 5 yards
away from their partner, the partner on the
baseline will have the ball. After the first
activity all of the basketballs will be put away
and when the Ss get their partners they will
also get a basketball When the whistle is
blown the students will begin passing with
their partner using the bounce pass for a few
minutes, then using the chest pass for a few
minutes, then they get to choose their
preferred pass, I will then time the students
for a 30 second period and they will count
aloud their number of passes and at the end
of the 30 seconds we will see which group
has the highest number of passes. Then
there will be a second round where students
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30
seconds
long
10-15
Minutes
long
are trying to beat their last score.

Extension UP: The students would move to
passing while moving and they could be
making runs as if they were making a play
down the court and receiving a proper pass
from a teammate.
Extension UP: Monkey in the Middle
In this activity students will be in groups of
three and they will be using the different
types of passes that they had just practiced
with their partners but now their is a defender
in the middle trying to steal the basketball
away from the passers. .
Extension Down: take the defender away
and just have the students work more on their
passing if they are having a hard time being
successful in getting their passes around the
defender
Demonstration: I will have a group of three
students who were doing well in the partner
passing activity to show a quick demo of what
the monkey in the middle should look like.
Check for Understanding: Ways that you
could be able to get around the defender?
What way is this relatable to a real basketball
game?
Would you only use chest or bounce passes
in this game or both?
Transition: I will have the students bring it in
towards me and put away the basketballs if
they become a distraction from my
instructing.
Activity 4: Modified game: Half court Passket Ball
In this game students will be using the
passing skills that they had just learned and
they will be using them now in teams of 5/6
players i will use the team's Mrs. Lussier
created and playing a game of half-court
basketball, but there is a twist, the students
are only allowed to pass the ball no dribbling,
H
X
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30
seconds
long
14
minutes
long
and if the ball hits the ground it is an

automatic turnover to the other team. There
will be two small sided games going on at
once so they will be half court games.
Rules:
Students can only pass the ball, no dribbling
If the ball is intercepted the other team has to
pass it out to go back in
There are shots allowed but no lay-ups
(because no dribbling)
All baskets are worth one point
No three pointers allowed to be shot
No moving with the ball (traveling)
After a basket is scored you must check the
ball up at the top of the key.
Extension UP: Make it necessary that all
students on a team must pass the basketball
before a shot can be made.
Extension DOWN: Students can only guard
one player so they must work as team to
make sure that all of the players are evenly
matched up.
Demonstration: Select one half court game
to show and demonstrate for about one
minute so that any questions that he students
have can get answered.
Check for Understanding: How can this
game relate to a real basketball game?
What different types of strategies could you
use to help you score more points?
Transition: I will have the students bring it in
towards me and place the basketballs at their
feet if they become a distraction from my
instructing.
Activity 5: 3v3 Modified game
Students will be split up into teams of 3 by
Mrs. Lussier who has already set the teams.
There will be three half court games going on
at once so the other teams who are not
playing will be referees, scorekeepers and
coaches. The games will be played as a
normal basketball game and in class we will
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30
seconds
long
3-5
minutes
long
decide if they want to keep the points the

same as a regulation basketball game or if
they want to change it to two points for a
three pointer and one point for a regular
basket from the field we will play two seven
minute games so that all of the students get a
chance to be involved in the action and play
in games.
Rules:
Three players on the court at a time from
each team
Two points for a basket from the field
Three points for a three-pointer
NO FOULS
Traveling results in a turnover.
After a basket check the ball up at the top of
the key.
Rock, Paper, Scissors to start with the ball.
Transition: I will have the students stop their
games and have the last point win and then
have them bring it in and breakdown the
lesson.
6
minutes
Closure:
Go over the last modified game and have the
students talk about some of the things that
happened and how these things can be
overlapped into a real basketball game. Then
go on to ask the students questions about
passing and why it is important in games.
Questions: What are the two different types of
passes? When in a game would you use a
chest pass? When would you use a bounce
pass? What are some strategies to get
around a defender with a pass? Why do we
need to use passes in basketball? Have two
students demonstrate each type of pass in
front of the class then thank them for their
participation and dismiss them to go change.
Changing time for students
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Springfield College - Daily Lesson Plan

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Springfield College Daily Lesson Plan

Name: Heather DeLude

Changing time for students

Warm up: For the warm up have the students

Signals: One Whistle or go = Go

Activity 1: Free Exploratory Dribble:

hands and moving at a medium speed and

their non-dominant hand to dribble across

are trying to beat their last score.

and if the ball hits the ground it is an

decide if they want to keep the points the

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