EDU 5026

UNIT LESSON PLANNING TEMPLATE

Name: Paris Underwood
Lesson Title: Lesson #9 Continue Tournament play

Lesson Plan
Identify intended goals, objectives and enduring understandings
or essential questions for your lesson.

Goals –
Demonstrate an understanding of health-related fitness components
that include muscular strength, and muscular endurance.
Develop the importance of warm up/stretching before physical
activity
Students show levels of sportsmanship, teamwork, responsibility,
and respect for the game as well as each other

Objective -
Continue 2 on 2 tournament
Ensure the safety is kept in the gymnasium
Students able to become even better in game play

Identify the New York State Learning Standard(s) and/or

Common Core Standards addressed in this lesson plan.

Understand how to combine skills to participate in team sports and

games
Applies knowledge of specific words and relates them to a
movement
Exhibits social interaction that provides benefits for self and others

Describe the function of language in this lesson, identify key

academic vocabulary, and describe strategies that will be used to
support the development of academic language.

Vocabulary
Dribble
Pound dribble
Behind the back
Cross over
Chest pass
Bounce pass
Overhead pass
Follow through
Elbow bent
Spread your fingers
Bent knees
Arms out
Slide feet
Offense
Defense

Strategies used can include repeating the words, demonstrating,

visuals about the gym of the task at hand, definitions

Describe how the lesson incorporates literacy instruction

(reading, writing, listening and/or speaking) and language
development.

This lesson incorporates literacy instruction because students will be

able to write down their win/lose record as the class is in session.
After each game one member from a team can go to the chart paper
and write down whether they won or lose.
Identify the instructional resources, materials, and/or
technologies that will be used during the lesson, and explain how
they are culturally, age and linguistically appropriate.

Materials
Basketballs (5)
Music
Different color Pennies
Chart paper to mark team progress

Identify informal and formal assessments used to monitor

student learning of the intended student learning
goals/objectives. List the evaluation criteria (or attach rubric)
you will use to evaluate and analyze student performance on
these assessments.
Are students combining materials gained and incorporating them in
game play?
Can students follow the rules of the game?
How are students working together during team play?

Describe procedures (e.g., teacher actions, student actions,

grouping procedures, monitoring procedures) you will follow
during the entire lesson. Include introduction, active
engagement, and closure; provide a time frame for each section.
The lesson should be scripted and detailed in such a way that a
substitute would be able to execute your plan without any issue.

Introduction – 10 Min
Before class begins, all shoes should be tied, bags should be on top
of bleachers
Warm up – (Plyometrics) Butt kicks, High knees, 50% jog around
the gym twice - 3 Min
(Stretch) Straight down touching toes, arms across chest, arms over
head, Butterfly – 3 Min
Dribbling warm up- Around the head, legs. Dribble right, dribble
left, between the legs, cross over, behind the back – 2 Min
Passing warm up – Students pair up and perform the 3 different
passes. One at a time. 2 Min

Game play – 30 Min

Students will be split up into their teams assigned and continue
tournament play.
Once a team reaches 5 points, teams will rotate and switch. Teams
should not each other two times in a row

Cool down – 5 Min

Water

Explain how provision is made for effective accommodation of

the needs of students with exceptionalities. Describe how this
lesson includes differentiation (Content, Process, Product, and/or
Environment) to address the strength(s) and/or need(s) of one or
more individuals or groups of students in your class including
students with I.E.P.s, 504s, and ELs.

Provisions include
 Greater space is provided safe participation for both the
wheelchair bound student and those in proximity
 Clear and consistent rules are used with student expectations
and consequences stated
 Distractions and unnecessary obstacles and equipment are
removed
 Instructions are rephrased as necessary
 Short or concise instructions are used and are repeated as
necessary.

Differentiation Include
 Pairing of students to accommodate skill levels
 Different type of ball. (Womens basketball, Smaller ball)
 Dribbling with only your non-dominant hand