Name: Billy Schmid School: Highland Elementary School Times: 9:10 Am Springfield College - Daily Lesson Plan

Name: Billy Schmid
School: Highland Elementary School
Times: 9:10 am
SPRINGFIELD COLLEGE - DAILY LESSON PLAN

UNIT/THEME: Basketball
FOCUS: Passing
LESSON #2
EQUIPMENT: 20 basketballs, cones, step counters, student notecards, numbers for lines, teacher
behavior rubric.
VISUALS:
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
1) Psychomotor. Demonstrate the 3 different types of basketball by successfully
passing to a partner 4 out of 5 times by the end of the lesson. MACF 2.2 SHAPE
1
2) Cognitive identify the names / differences between the three different types of
basketball passes by answering teacher questions correctly during the
closure of the lesson. MACF 2.2 SHAPE 2
3) Affective Work cooperatively with an assigned partner without the teacher
giving students a reminder to stay on task for the entire class. MA CF 2.2
SHAPE 4
TEACHER PERFORMANCE OBJECTIVES 1: The teacher will continue to monitor behavior, stopping class whenever needed in order to address a
behavior issue
2.
SPECIAL CONSIDERATIONS
REFERENCES :
1: http://www.pecentral.org/lessonideas/cues/chestpass.html
2:
Time
Lesson Sequence
Entering the gym: The Teacher will

meet students at the door, Students
will be asked to enter and sit on the
black line as they walk into the gym
and wait for further instructions.
The students will be given a quick
greeting and then asked to put on
their step counters.
1.1 mi
n
Transition: the teacher will have

students move in small groups from
the black line to an open space
around the track. The teacher during
this time will re-emphasize the need
for safe traveling and the rules of
Mighty Milers
Instant Activity:
1-9min
When the music begins, the students

will begin walking in a counter
clockwise direction around the
track. The teacher will be
monitoring for safe behavior and for
students in need of help.
After 5 minutes, the teacher will
have small groups at a time collect a
pencil from the infield and write
down their score. The teacher will
re-touch on accountability. The
teacher will use one two special
helpers to collect note cards, collect
pencils and place the step counters
back in their assigned bins.
Organization
Reflection
Introduction:
During the passing introduction, the
teacher will use the white board to
review dribbling and introduce
passing. The teacher will first
review a few things about basketball
and dribbling:
Founded in Springfield
Basket height
Skill cues for dribbling
9-12
min
The teacher will then introduce the

first type of pass: the chest pass.
The teacher will introduce the
following cues for the chest pass:
Body facing target
Step
Extend arms out
Wrist flick palms face
away from each other
Catching With the demonstration
of the chest pass, the teacher will
also give a few cues for the catch Arms out
Eye contact
Absorb the force
The teacher will then check for
understanding and demonstrate the
pass with a student volunteer.
Transition: The teacher will ask
students to transition in small
groups to the next activity
1218min
Activity One:
The teacher will have 4 lines made
on one half of the gym with students
on both sides (about 6 students per
group, 3 per side). The teacher will
use one group to demonstrate the
activity.
In their groups, students will
practice chest passing back and
forth across to their group members
on the other side. Once the student
has made their pass, they will go to
the back of the line on their side!
Students will not be switching
across the lines. Students will
continue passing back and forth
between partners until Mr Schmid
says STOP.
Extension up: Students will be
asked to move one half of the group
to the other side of the gym. Now,
one half of the group is on one side
of the gym, the other half is on the
other side. (still four total groups).
Students will now dribble to the half
court line, dribble 5 times on the
half court line, dribble to the foul
line then chest pass the ball to the
next person in line. That person will
then do the same thing going the
other way.
Extension down: Students will be
given a foam ball to use instead of a
basketball.
1824min
Activity two:
The teacher will have students move
back to their original lines on one
half of the gym. The teacher will
now explain the bounce pass. The
teacher will use the following cues
to address the bounce pass.
Same cues as the chest pass,
1 difference
Body facing target
Step
Extend arms downwards
2/3 between u and your

partner
Wrist flick palms face
away from each other
In their groups, students will

practice bounce passing back and
forth across to their group members
on the other side. Once the student
has made their pass, they will go to
the back of the line on their side!
Students will not be switching
across the lines. Students will
continue passing back and forth
between partners until Mr Schmid
says STOP.
Extension up: Students will be
asked to move one half of the group
to the other side of the gym. Now,
one half of the group is on one side
of the gym, the other half is on the
other side. (still four total groups).
Students will now dribble to the half
court line, dribble 5 times on the
half court line, dribble to the foul
line then bounce pass the ball to the
next person in line. That person will
then do the same thing going the
other way.
Extension down: Students will be
given a foam ball to use instead of a
basketball.
2430min
Activity Three:
Same progression, same steps, same
extensions only now, the students
will be practicing the overhead pass.
The teacher will use the following
cues for the overhead pass.
Ball over head window
30-38
min
Elbows bend
Flick wrists,
follow through high
Activity Four:
In this activity, students will be
given a student centered learning
opportunity to try and understand
the power of passing. The teacher
will explain the following scenario
to the groups (same groups as
activities 1-3) and give students
time to think about each activity.
The teacher will give each group a
number 1-4. Each team will be
given one corner of the room to
strategize and come up with a plan.
One student will be the leader of the
group. When the team is
strategizing, the group leader is
responsible that only one person is
talking at a time, and that everyone
gets a chance to speak if they wish.
The teacher will demonstrate
what a good group will look like
with a few students. Students will
be given a total of 3 minutes to
strategize.
Objective: Students will be given
one basketball at one side of the
gym. On the teachers go signal, the
team needs to get the ball down to
the other side of the gym, make the
ball touch the other wall, then bring
the ball and their team back to the
side they started. The first team to
have the ball and their team sitting
on the other side of the end line
wins. Students are only allowed to
dribble or pass the ball. Students
may use as many or as few students
as they want.
Students will be given three minutes
to talk out a strategy with their

team. The teacher will be going
around to each group and making
sure students are communicating
how they should be.
38-40
min
The teacher will allow students to

try their strategy once or twice
before stopping the class. The
teacher will point out that the group
that was most successful used
passing in order to get the ball down
the court and back. The teacher will
ask all groups to use a similar
passing technique and try one last
time.
Closure
The teacher will use the following
questions to wrap up student
learning:
What was the most

successful way of getting the
ball down the court?
What do you think will be
the most successful way to
score in basketball?
Who can tell me

Name: Billy Schmid School: Highland Elementary School Times: 9:10 Am Springfield College - Daily Lesson Plan

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Name: Billy Schmid School: Highland Elementary School Times: 9:10 Am Springfield College - Daily Lesson Plan

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Name: Billy Schmid

School: Highland Elementary School

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

Entering the gym: The Teacher will

Transition: the teacher will have

When the music begins, the students

The teacher will then introduce the

2/3 between u and your

In their groups, students will

Ball over head window

to talk out a strategy with their

The teacher will allow students to

What was the most

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