Teacher Candidate(s): Catherine Lutjen School: SUNY Cortland Date: 1-7-19

Unit/Activity: Basketball Grade: 7th-8th

Central Focus (entire lesson segment): Students will demonstrate proper use of offensive and defensive skills and strategies by
# in class: 22
demonstrating shooting and passing tactics, as well as being a respect teammate.
Lesson Focus: Shooting
Lesson Plan
1 of 1 NYS/National National Outcomes: S1.M5; Games and sports invasion games (Passing & receiving), S1.M7; Games and sports invasion
Standards games (Offensive skills), S1.M9; Games and sports invasion games (Dribbling/ball control) , S1.M11; Games and sports
invasion games (Defensive skills), S2.M1; Games and sports invasion games (Creating space with movement), S2.M2; Games
and sports invasion games (Creating space with offensive tactics), S2.M8; Games and sports Net and wall games, S3.M1;
Physical activity knowledge, S4.M2; Personal responsibility, S4.M3; Accepting feedback, S4.M4; Working with others,
S4.M6; Rules and etiquette, S4.M7; Safety
Objectives
Assessment Tool Length of class: 40 mins
Situation / Task / Criteria
Teaching Styles:
Psychomotor By the end of the lesson, students will be able to successfully shoot a basketball 3 Practice
1A/1 Peer Assessment, Checklist Inclusion
Domain out of 5 times.
Cooperative
During the lesson, students will demonstrate teamwork by performing give and go
Affective
2/4 passes in groups of three or four. Checklist
Domain

By the end of the lesson, students will be able to properly move through the
1A/2
positions 3 out of 3 times correctly in the sequences.
Cognitive
Peer Assessment
Domain List of
Academic Triceps, deltoid and quadriceps, chest pass
Language Used
Fitness Objective Equipment:
At the beginning of the lesson students will complete 5 minutes of cardiovascular Teacher
Health/Skill 1B/ 3 10 Basketballs
endurance while extending their triceps to give a chest pass to a partner. Observation
PM/Cogn Hoops

Common Core CC Standard

Standards

Keep eyes on the ball References(e.g. Book, course packet, pg #, complete web address URL):
Safety Statement / Stay on your court shapeamerica.org
Hands to yourself
NYS Learning Standard 1 – Personal Health and Fitness: Students will have the necessary knowledge and skills to establish and maintain physical fitness,
participate in physical activity, and maintain personal health.
National Standards – The physically literate individual:
1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities.
1. Demonstrates competency in a variety of motor skills and movement patterns.
1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition
2. Applies knowledge of concepts, principles, strategies and tactics related to movement
NYS Learning Standard 2– A Safe and Healthy Environment: Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy
and performance.
environment.
3. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing
2A. Students will demonstrate responsible personal and social behavior while engaged in physical activity. They will understand that physical activity provides the
level of physical activity and fitness.
opportunity for enjoyment, challenge, self-expression, and communication.
4. Exhibits responsible personal and social behavior that respects self and others.
2B. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.
5. Recognizes the value of physical activity for health, enjoyment, challenge, self-
NYS Learning Standard 3– Resource Management: Students will understand and be able to manage their personal and community resources.
expression, and/or social interaction.
3A. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity.
3B. Students will be informed consumers and be able to evaluate facilities and programs.
 3C. Students will also be aware of career options in the field of physical fitness and sports

Adaptations,
Lesson Time Organization Assessments, Reminders
Description
Components (mins) CFU, Academic Language,
Alignment to objectives

Instant Activity 5 min.

* S S . Students will grab a ball and dribble around as they wait for the rest of the class to come out of the locker room.

S. .S

* *
1 min Transition Have the students come to the center of the gym and form a semi-circle allowing your students a direct line of sight to yourself.

I- My name is Miss Lutjen. I am currently attending SUNY Cortland and I am in my junior year. I am majoring in physical
education. Today we will be discussing some shooting strategies for basketball. An acronym that will be helpful in remember
the cues of shooting is BEEF: BEEF represents Balance, Eyes, Elbow, Follow Through. This is important to recall because it
is the foundation for more difficult shots. We will be incorporating and focusing on three muscles during the lesson today, the
Introduction, T triceps, deltoid and quadriceps. These muscles are also used when doing chest passes. CFU- What does BEEF stand for?
Signal for Si-When you hear my whistle, I expect you to stop what you are doing, hold your equipment and face me for further
Attention, 3 min instructions. CFU- What are the 3 shots we are
Hook, H- There are many ways to score in basketball. The three most common are the Jump shot, Lay up and free throw. going to learn today?
Expectations SSSSSSSSSSSSS P-Students will be to score 3/5 times on the basket.
C- Students will be able correctly move through the position sequences
A- Students will demonstrate appropriate teamwork skills
F-Students will complete at least 5 minutes of cardiovascular endurance
Sa- Students will be asked to remain on their own court unless retrieving their ball

Allow students time to put extra

1 min Transition On teacher’s signal students will be told what group they will be in.
equipment away
CFU - Where should our eyes be
when we are dribbling?

CFU- What are the two passes that

T
you could use?
1-Students will be put into 7 groups of 3.

Fitness Activity 3 min

.
SS S
2-Students with two people on one side with start with the ball.
3-The student in the front will dribble halfway to the student across from them and the bounce pass or chest pass.
4- Once they pass the ball, they will follow their pass.
Fit. Obj.- Observe the students to
assess if they were able to
successfully complete 5 minutes of

SS . S
6-The student that receives the ball will repeat the steps 3 and 4. cardiovascular endurance

Aff. Assessment-
Allow students time to assess their
peers activity levels with a
checklist
1 min Transition Students will be directed to go stand under a hoop with one ball and their assigned group.
 Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet.
Learning Tasks Cues (Refinements) – Variations / Modification –
Adaptations,
a) For each learning task, please describe demonstrations and/or Simple words to Add variations to the learning tasks to make it
Assessments, Reminders
questions that will facilitate student learning and engagement. improve performance easier and harder according to needs and abilities
CFU, Academic Language,
b) Describe the learning task. E.g. Hit the ball over the net to your and understanding. of the students (lower and higher skilled students).
Alignment to objectives
partner 10 times. E.g. Eyes at target
a. I will use one group of students to demonstrate the correct offensive drill that will be performed. Also, the correct
sequence that the students should rotate in so that everyone in the group can try a different position.

Demonstration of the point guard:

-Student will dribble the ball up to the 3-point line then pass to the student in the middle of the paint. CFU- Where does the point guard
-Student will move either left or right of the student that has received the ball go after they shoot the ball?
-Student will call for the ball back or say they are open. This allows their teammates to recognized that they can pass the ball in that
direction.
-Once student receives the ball back, they can take a few dribbles toward the basketball until they reach a spot where they are CFU- Who becomes the new point
comfortable to shoot the ball. guard?

Demonstration of the middle player:

-Student will be in an athlete stance waiting in the middle of the paint for the point guard to pass the ball
Task #1 -When they receive the pass, they should keep their back to the basket and protect the ball. Simulating game like play or a defender
blocking them from turning. Psy. Assessment- Allow time for
-Once they see which side the point guard picked, they will pivot and bounce or chest pass the ball back to the point guard student to assess their peer by a
checklist seeing if they were able to
Demonstration of the third player: score 3 out of the 5 shots
-Student will get the rebound and reset the drill. Becoming the new point guard.
Cog. Assessment- Allow the
Proper Rotation- students to assess that the rotations
-Point guard (top) will move to the middle player (paint) within their group where done in
Body of Lesson -Middle player (paint) will move under the basket (off) the proper sequence
(Lesson Focus) -The student by the basket (off) will retrieve the ball and bring the ball back to the top. Restarting the play.
Common Mistakes-
-Player will be looking down when they dribble
-Player will rush the shot
3 b. Students will demonstrate proper ball handing 1. Eyes up
skills, passing, movement off the ball into open 2. Athletic stance
* space, and shooting. Students will also focus on 3. B.E.E.F. Easier – They can only go to the right side and
dribble closer to the basket then shoot.
good communication skills and following
directions.
8 min Harder - They can choice either side to move to
2 after they pass the ball. Once the point guard
receives the ball back, they will shoot from where
they are.

1
I will blow my whistle allowing the students to direct their attention on me. Demonstrate and explain how to properly perform a lay-
2 min Transition
up. Then allow a group of students to demonstrate a full sequence.
a. Students will be in the same groups from the first drill. Each student will be able to do everything from the first drill with
some additional options.
Demonstration of the point guard: CFU- What is the proper footwork
-Student will be able to do a jump shot or perform a lay up for a right handed lay up?

Demonstration of the middle player:

Task #2 -Student will start on the outside of the paint and move toward the middle of the paint as the point guard dribbles to the 3-point line. CFU- Where is the paint located?

Demonstration of the third player:

-Same as before AL- Triceps, deltoid and
quadriceps, chest pass
Academic Language:
-Briefly discuss what muscles the students should be focusing on when shooting or passing the ball
 3 b. Students will demonstrate court awareness and 1. Athletic stance
situationally knowledge for the game. 2. Open space
* 3. Head on a swivel Easier – Students will go through the drill at a
slower pace

7 min Harder - Can add a third option and have the

2 middle player move off the ball. After they pass
back to the point guard, they can receive a pass
back and shoot.

1
Blow my whistle. Wait for the students to hold the equipment and focus their attention on myself for the next directions. Demonstrate
2 min Transition how a defender should stand during game like play.
a. As before I will have a group of students demonstrate the drill to the class.

Demonstration of the point guard:

-Student will demonstrate same action as above CFU- What is the defensive
strategy is used during a 2v1?
Demonstration of the middle player:
-Student will be able to move off the ball after they pass the ball to the point guard
Task #3
-Student will also have the option to dribble the ball out of the paint. Making it a two on one.
CFU-What are some of the options
Demonstration of the third player: the middle player can do once they
-Student will get to defend the other players receive the ball?
-Student will be in an athletic stance choosing a zone defense strategy
-The student will be able to go onto the court to defend once the point guard passing the ball to their partner.

1. Athletic stance
* b. Students will be able to experience game like 2. Head on a swivel
play, knowledge of the game and spacial 3. Move off the ball
awareness off the ball. Easier – Have the defender there but only defend
3 by blocking passes not trying to go after the ball.
7 min
1 Harder - Allow the defender to try to steal the ball,
 block shots and get between passing lanes.
2

I will whistle and direct the students to come to the center of the gymnasium and sit in a semi-circle with the equipment in the middle
30 sec Transition of the circle.

T
I will recap some of the key ideas to take out of each of the progression’s drills by asking questions and calling on random students to
answer.
Lesson Closure, S .. S
Hook to Next 2 min Ending the class by briefly letting them know that they will be playing modified games next class. Discussed with my host teacher
Lesson S . S prior to bring the students in.
S S
S S
S
Pre-planning: Previous instruction in this activity (earlier grade levels)

Post-planning: “Assessment Informs Teaching:” future needs based on assessment results

Evaluation of Review the CFU questions asked throughout the lesson at the end of class to see who obtain the knowledge during class.
Lesson
Teacher Reflection Notes: I will be looking for proper shooting form a review from the previous class to see if the class was able to retain the information. Take notice if students are able to proper a give
and go properly before advancing going to the basket.
 (Include any assessment, task cards, exit slips you used): Describe and number
Example of the Checklist used for psychomotor assessment:

Are you moving off the ball after performing a pass?

Are you making cuts to throw your defender off?
Instructional Are you checking toward your teammate?
Supports
Example of the Checklist used for affective assessment:
Are you passing the ball in the proper rotation?
Have you switched positions with everyone in your group?
Is everyone getting equal time with the ball?