Tiger Pride 2015

Department of Health, Exercise and Sport Sciences

Teacher: Casey Fleming

Background Information
Date: April 15th, 2015

School: Cleveland Elementary

Grade Level: 4th grade

Lesson Focus: Basketball passing, shooting, and

dribbling

# of students: 20 students

Equipment and Facilities: For this lesson the teacher

will need access to 3 or 4 basketball hoops, 4
basketballs, 20 jerseys of different colors, 20 poly
spots, 20 cones

Safety Considerations: Students will be advised to

keep their heads up and be aware of their surroundings
when in limited space. Students will be told to not
throw the equipment in an inappropriate manner. The
teacher will make sure that there is adequate personal
space for each student during the activities.

Lesson Specifics
Behavioral Contingencies: Students will be expected
Previously Learned Skills: Students have already a
to actively participate during the lesson. If students
unit on cooperative learning, a football unit, a unit on
are misbehaving, a 2 strike rule will be
Frisbee, a badminton, and a unit on basketball
implemented. The first strike being that the student
will be pulled to the side and verbally warned about
the misbehavior and sit out for that activity. The final
warning, students will be pulled from all activities.
When the teacher is talking, the students will place all
equipment on the ground and their hands on their
head. Students will be removed from activity if the
equipment is used inappropriately.

Teaching Strategy: Students will be grouped

according to their own choosing. They will be
working in groups and as teams during this lesson.

Academic Language: The primary academic language

being addressed will be the cues of the skill. The cues
of the skill for dribbling will be: eyes, fingertips, arm,
and knees, and for shooting: under, side, bend, cookie
jar.

Tiger Pride 2015

Student
Objectives:

Psychomotor (P): Students will be able to dribble a ball with the correct cues 7 out of 10
times
Cognitive (C): Students will be able to say the cues of the skill with 100 percent accuracy
Affective (A): Students will show enjoyment through encouragement their team in activity
H-R Fitness (H): Students will be engaged in moderate to vigorous physical activity at least
50 percent of the time.

CALIFORNIA PHYSICAL EDUCATION MODEL CONTENT STANDARDS:

I. Demonstrate the motor skills and movement patterns needed to perform a variety of physical
activities.
II. Demonstrate knowledge of movement concepts, principles and strategies that apply to the learning and
performance of physical activities.
III. Assess and maintain a level of physical fitness to improve health and performance.
IV. Demonstrate knowledge of physical fitness concepts, principles and strategies to improve health and
performance.
V. Demonstrate and utilize knowledge of psychological and sociological concepts, principles and
strategies that apply to the learning and performance of physical activity.
NASPE PHYSICAL EDUCATION CONTENT STANDARDS a physically literate person:
1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of
motor skills and movement patterns.
2. Applies knowledge of concepts, principles, strategies and tactics related to movement and
performance.
3. Demonstrates the knowledge skills to achieve and maintain a health-enhancing level of physical activity and
fitness.
4. Exhibits responsible personal and social behavior that respects self and others.
5. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction.

Describe the pre-class arrangement Students will come to the blacktop and put their backpacks by the fence
near the basketball courts and will sit down at home-base, which will be designated as the basketball court line
Teacher: The teacher will stand on the court facing the students
Students: the students will put their backpacks against the fence and take a seat at homebase on the line
Equipment: the poly spots and jerseys will be pre placed on the court.

Tiger Pride 2015

Diagram the pre-class arrangement

=Poly spots
=teacher

Home base

Time

Content Development

Management
(Illustration of
formations)
Diagram Instant
Activity

How 5 Instant Activity: Passing Relay

minutes Students will be separated into teams of
4-5. Each team will have a different color
jersey and students will stand on their
own poly spot. Students will compete
against the other teams as well as against
a timer. They will practice their bounce,
overhead, and chest pass.
2

Set Induction:
Today we will be reviewing our
basketball We just worked on our passing
skills and now we will practice our
shooting skills. Can someone give me the
cues of the skill we learned a few weeks
ago?
Under-on hand under the ball
Side-one hand supporting the ball on the
side
Bend-bend the legs
Cookie Jar-Follow through and reach into
the cookie jar
Purpose:
Being able to properly shoot can go a
long way in helping you develop your
scoring ability
Transition (if necessary): Students will Be
sitting down at home base to start. The

Start/Stop Signals:
When a team is in a
single file line they
will receive a ball and
may begin

a) Goal Orientation for each

task
NASPE: Standard 1, Standard
2 Standard 4
CalPE: Standard I Standard V
The goal of this activity is to
practice and improve upon
basketball passing skills in a
team setting

Goal of this is task is to give

the students some
understanding of the skills
needed for todays lesson.

Grouping Strategies:
Students choose teams
in the first activity and
will remain in these
groups

N/A
3

N/A

Tiger Pride 2015

Time

Content Development

teacher will explain where each color

team will go, each team having their own
basket. They will line up in a single file
line behind the poly spot. They will
receive a ball and may begin when they
get the ball. This will happen after the
teacher finishes the instructions for task 1
12
Lesson Core - Task 1: Shooting
minutes Student will line up at a basketball hoop
in a single file line and one at a time will
practice their shooting skills. The teacher
then can create competitions for how
many baskets the team can score. The
teacher will also adjust the poly spots
difficulty based on how well each team is
doing.

Management
(Illustration of
formations)

Diagram Task 1
3 or 4 basketball hoops
set up like below

=Students
=Poly Spot

Demonstration Plan:
During the intro the teacher will come up
to the basketball hoop and show them
how to shoot from the poly spot with the
correct cues.
Questions to Check Understanding
What are the cues of the skill? Under,
Side, Bend, Cookie Jar.
What should you be doing when you get
to you basketball hoop? Standing in a
single file line
1min
Transition: (If necessary) Students will
remain at their stations but will take a seat
so that they can see the teacher.
5
Lesson Core - Task 2:
minutes This task will be the same as the last
activity, but students will begin by
dribbling the ball from a different poly
spot to the one they were just shooting
from.

a) Goal Orientation for each

task

NASPE: Standard 1, Standard

2 Standard 4
CalPE: Standard I Standard V
The goal of this activity is to
practice and improve upon
basketball shooting skills while
working with in a team setting.
Teaching Cues for Task 1:
Under-on hand under the ball
Side-one hand supporting the
ball on the side
Bend-bend the legs
Cookie Jar-Follow through and
reach into the cookie jar
Common Errors Task 1:
1. No follow through after the
shot
2. Pushing the ball with two
hands instead of one.

N/A

N/A

Diagram Task 2

NASPE: Standard 1, Standard

2 Standard 4
CalPE: Standard I Standard V
The goal of this activity is to
practice and improve upon
basketball dribbling while

Tiger Pride 2015

Time

Content Development

Management
(Illustration of
formations)

Demonstration Plan:
Have all groups sit down besides one
group. They will all line up behind the
blue spot with the teacher. The teacher
will demonstrate how to perform the
activity. Followed by student
demonstration.

=Students
=Poly Spot

1min

2min

moving and shooting in a team

setting

Teaching Cues for Task 2:

Under-on hand under the ball
Side-one hand supporting the
ball on the side
Bend-bend the legs
Cookie Jar-Follow through and
reach into the cookie jar

Questions to Check Understanding

Should you be moving when you shoot?
No, you should dribble to the poly spot
and stop. Then shoot the ball.
How many shots do you get?
-One
Adaptations
Similar to task 1, if students are
struggling or being really successful, the
teacher can move the poly spots forward
are farther away. The teacher can also
moved the lower skilled students to the
smaller basketball hoops.
Transition: (If necessary) Students will
grab all the equipment and return to home
base and return equipment into the bag.
Students will be give a 20 second
countdown for motivation.

a) Goal Orientation for each

task

Common Errors Task 2:

1. Students dribbling with their
head down
2. Students not following
through on the shot.

N/A

CLOSURE:
Review: Great job today everyone, I saw
great improvement compared to the last
time we were shooting. Can someone
please remind me the cues of the skills for
shooting? Under, Side, bend, cookie jar.
Should you use 2 hands or one hand to
push to ball into the net? One hand.
Tomorrow Reggie will be reviewing a
different sport for you all.

N/A

Diagram The
Closure

=Students
=Teacher

N/A

Tiger Pride 2015

References Used: None