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SPRINGFIELD COLLEGE PHYSICAL EDUCATION LESSON PLAN

Pre-Prac
Name: Ms. Bernard
Date Taught: January 9-13
School: East Street School
TIME: 40 minutes per class
CLASS SIZE: 20-25
GRADE LEVEL: K
FACILITIES: East Street Gym
Generic Level: pre-control
EQUIPMENT NEEDS (#):
1.) 25 basketballs of various sizes 2.) Wrist Watch 3.) 4 boundary cones 4.) 25 crayons 5.) 25 quizzes 6.) Visuals
LESSON FOCUS:
Dribbling
UNIT: Basketball
NATIONAL STANDARDS:
Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
MASSACHUSETTS FRAMEWORKS:
2.2 Use a variety of manipulative (throwing, catching, striking), locomotor (walking, running, skipping, hopping, galloping, sliding, jumping, leaping), and nonlocomotor (twisting, balancing, extending) skills as individuals and in teams
2.7 Demonstrate responsible personal and social conduct used in physical activity settings
LEARNER PERFORMANCE OBJECTIVES/OUTCOMES: By the end of this lesson, all learners should be able to:
1.) COGNITIVE: Color the appropriate parts of the hand (fingerpads) and circle the correct dribbling stance on the quiz at the end of the lesson with 100% accuracy.
2.) AFFECTIVE: Demonstrate listening skills and respect by staying on task and following instructions throughout the entire lesson.
2.) PSYCHOMOTOR: perform the proper dribble three times in a row while maintaining control of the basketball
TEACHER PERFORMANCE GOALS: During the lesson the teacher will strive to (MUST include one related to safety):
1.) Give clear and concise directions to the students during instruction so that all students understand the task
2.) Be aware of loose basketballs during the lesson and help students to be safe while retrieving their basketballs.
3.) Keep my back to the wall and try to demonstrate withitness throughout the entire lesson
SAFETY CONSIDERATIONS:
1. Be aware of loose balls and other classmates chasing after them.
2. Stay within the boundaries
REFERENCES:
1. Graham, G. Holt/Hale, S., & Parker, M. (2007). Children moving: A reflective approach to teaching physical education (7th ed.). New York:
McGraw Hill. (pages 524-529)

TIME

SEQUENCE OF LESSON

REFLECTION

Greet and Meet: Remind students of my name, Ms. Bernard,


and that I will be teaching them today.

5 minutes

Transition: Students will come into the gym and sit in their
squads while I take attendance and check everyone is wearing
appropriate footwear. Once that is finished, students will stand
up for warm up
--------------------------------------------------------------------------Instant Activity/warm-up: Teacher led warm up
Instructions: Students will stand up and perform the warm up
together as a group with the following exercises:
10 jumping jacks
Slow arm circles-5 on each side
Side twists and scissor arms
10 elbow to knee bend touches
5 strawberry pickers
Leg stretches-both sides and middle
Stretches on the back-both sides and then both legs
20 bicycles
ABC pushups

IN SQUADS

Transition: 3, 2, 1 Freeze. Students will be asked to walk to


meeting place.

3-4
minutes

Introduction:
Lesson Focus: Todays focus is on dribbling the basketball.
The main objective for students is to be able to dribble the
basketball 3 times in a row, with one hand, while maintaining
control of the basketball.
Safety: Stay within the boundary lines of the gym at all times.
Students will all be using a basketball during the lesson and
learning how to control it. Students should be aware that
basketballs may be loose in the gym. Be aware of that,
especially when travelling. Look both ways before retrieving
your basketball
Signals: My stop signal is 3, 2, 1 FREEZE When I say this
your basketball will go between your feet on the ground, all
eyes on me.
Start: My start signal is Ready go
Checking for Understanding:

AT MEETING
PLACE

1. Name one important safety expectation: (watch out for


your classmates and basketballs that could be on the
loose, stay within boundary cones)
2. Name my Stop and Go signals: (music starts or stops,
ready go or 3,2,1 FREEZE)
Informing: Today we will be practicing dribbling a
basketball stationary and, if we do a good job with that we will
practice dribbling while moving.

Dribbling is how we move the ball in basketball. You


are basically pushing the basketball towards the floor
Skill Cues:
1. Fingerpads-the tips of your fingers/soft parts-show
visuals here. Have students all show their finger
pads and point to them-CFU
2. Loose wrist, like a yoyo to push downward on the
basketball/Hand on top of the basketball.-No
Slapping
3. Knees bent/feet apart-demonstrate. Why would
we want to have our knees bent? (Because you
cant move very fast or easily with legs straight.
Because in basketball the players have to move fast
up and down the court)
4. Eyes forward. CFU-Why would this be an
important skill cue to remember for safety? (so you
dont run into anyone or anything
VISUALS- Teacher (whole part whole) and student
demonstration visuals and visuals/poster of dribbling.
Teacher expectations: I expect everyone to try their best and
give 100% effort for the entire class
Transition: The teacher will pass out basketballs according to
size and have students go find an open spot on the floor, inside
the black lines.

8 minutes

Activity One: Students will practice dribbling a basketball


stationary while sitting. The teacher will remind the students of
the skill cues and demonstrate the activity (dribbling) while
sitting. Only concentrating on fingerpads and loose wrists.

AT MEETING
PLACE

Student Demonstration-have one student demonstrate


dribbling while sitting using only their fingerpads. Give a
fingerpad high five
Extensions up: Try it with the other hand. If a student is ready
they may move to their knees and dribble.
Accommodations: Make sure the basketball size for students is
appropriate. Let the smaller students use the smaller basketball

T
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Teacher Positioning: Teacher will have back to the wall the


whole class, eyes on students. Teacher will be watching for
skill cues and addressing behavioral issues that arise very
quickly.
Assessment: Teacher observation. Teacher will be observing
and checking that students are following the skill cues and that
they are all ready to move on.

S
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IN PERSONAL
SPACE

Transition: 3, 2, 1 Freeze. Students will put their basketball at


their feet on the ground and wait for instruction

8 minutes

Activity Two: dribbling while standing. This time we will be


adding in the next skills cues-bending the knees and feet apart,
keeping basketball below the waist.
Very important that students push the ball down not
slapping the basketball. DEMONSTRATION
Students will begin dribbling while standing still
stationary practicing all the skill cues.

T
S

Motivational objective: See if students can get 3 in a row.


Extensions-5 in a row. Try the opposite hand.

Teacher Positioning: Teacher is circulating with back to the


wall while observing all students in motion. Watching for
behavioral issues and safety issues.

Assessment: Teacher observation.


Transition: 3, 2, 1 freeze. Basketballs down all eyes on me.

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IN PERSONAL
SPACE

4-6
minutes

Activity Three: dribbling while moving.


Students will add the last skill cue in for practice-eyes
up.
This is very important to try to look up while
dribbling because we are going to add in movement and
we need to be safe
Students will begin to slowly around the gym while
dribbling. Students will do their best to look up and not
run into any classmates.
Teacher Positioning: Teacher will be standing in front of all
students so they can see what number is being held up.

Assessment: Teacher assessment/observation. Teacher can


hear if students are correct

Transition: students will be moved two at and asked to walk


over to bin, place their basketball in the bin and find a seat at
meeting place quietly.
Closure:
Address any issues that happened during the lesson,
behaviorally. If there were any really positive parts to the
lesson let the students know.
Question and answer-CFU:
Name the skill cues for dribbling (finger pads, bent
knees, eyes forward)
Why is it important to have our eyes up/forward? (So
no one will run into each other)
What about during a basketball game? What is another
reason to have eyes up? (to see where the basket is so
you can shoot more accurately)
Students will be given a quiz and asked to color the fingerpads
on the hand and will be asked to circle the correct position in
stance. The class will work on the quiz together and the teacher
will read the directions out loud.
Transition: The line leader will be asked to walk to line up.
The rest of the students will be dismissed to line up in small
groups as determined by the teacher (anyone with a sports team

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IN PERSONAL
SPACE

AT MEETING
PLACE

on their shirt, anyone with stripes on their shirts etc.)