Springfield College Daily Lesson Plan

Name: Arianna Flagg

Date: 12/7/16
Time: 8:15-9:10 - half day!
School: East Longmeadow High School
Lesson #: (4/4)
Facilities: gymnasium (only half)
Class Size: 30
Grade: 9
Unit/Theme: Basketball
Generic Level: Pre-control-utilization
Equipment: basketball hoops (3), basketballs (30)
Focus of Lesson: Shooting and dribble review
Student Performance Objectives (SPO): (National #
; MA CF #
Task/Activity #
)

By the end of the lesson, students should be able to:

(P) Practice consistent shooting by shooting from different areas of the court using
BEEF correctly during the lesson . (National #SH.H1.L1; MHCHF 2.17; Activity 3)
(C) Identify the elements of a triple threat, BEEF, and proper dribbling techniques by
scoring at least 75% on the quiz at the end of the lesson. (National #S2.H1.L1; MHCHF
2.17, Closure)
(A) Show proper classroom etiquette by following all the safety rules of the gymnasium
while participating during all of the lesson. (National #S4.H5.L1; MHCHF 2.26; all)
Check each objective is it specific? Is it achievable? Is it developmentally
appropriate?
Teacher Performance Objectives During the lesson the teacher will:
1. Provide at least 3 positive specific and 3 corrective specific piece of
feedback to each student throughout the lesson.
2. Give clear and concise instructions to maximize student OTR
Special Considerations What are the safety concerns? What is unique about the
students in this class?
Be aware that we are only using half of the gym. 30 students in a small space can be
difficult to control, so make sure their are aware of their surroundings.
References: (include page # and/or actual web site address)
Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level
Outcomes for K-12 Physical Education. Human Kinetics, Champaign, Il. 2014
Flagg, Arianna. (2016, December 4). Lesson Plan 4; Basketball., Springfield
College.

Time

Sequence of lesson

Organization

Transition: Students will come into

gymnasium for attendance and then
change and meet back in the
gymnasium for start of class.
Greeting: Good Morning folks, for those
who do not remember, my name is Ms.
Flagg. We are going to have a great
class and play some fun basketball
games!
Rules - Go signal =1
whistle, Stop signal = 2 whistle.
One person speaking at a time.
Respect your teachers, respect
your classmates and respect
yourself.
Boundaries - Remain on
our half of the gym unless
instructed otherwise.
Safety - gym etiquette Be aware of the people around
you, only shoot when people are
paying attention. Make sure the
person who you are passing to is
making eye contact before you
throw it.
Informing: Shooting
Only way to get points in a game,
cannot win if there are no points
Jump Shot
BEEF
Balance
Eyes
Elbow
Follow
Through - super
important, determines
where shot is going.
Jump off 2 feet, land on 2
feet
Demonstration: Ms. Flagg will
review the cues then will ask the
students to demonstrate as well
Triple Threat
Options: dribble, pass, shoot

 Bend knees, dominant

foot slightly out in front
Legs a little wider than
shoulder width
Holding basketball with
firm grip and close to the body
Demonstration: the teacher will
demonstrate and then ask everybody
to stand in place and show their triple
threat position.
CFU: ask the students questions about
each skill, have them demonstrate
each skill w/o a ball before moving on.
Transition: Students will be asked to
move to the baseline to begin
stretching.
Warm up:
Stretching - important because
students will be running around, do not
want to pull anything.
Students will line up on the baseline
and go through the dynamic stretches
that I call out to halfcourt
Transition: Students will bring it in as a
group to half court for the introduction
of Activity 1,
Activity 1: Dribbling Review
(teaching style - Command)
The class will pair up with someone
they feel they will work well with and
get 1 basketball per partner group and
spread out within the gym. The teacher
will go through different stationary ball
handling skills. One partner will
perform the identified skill and will
hand the ball off to their partner when
the whistle blows after 30 seconds and
switch.
Skills to be covered: right hand dribble,
left hand dribble (high +low), front +
back dribble, crossover
Extension up: students can challenge
themselves and try behind the back or

X= student
Smiley face = teacher

between the legs

Extension down: students can stick to
dominant hand normal dribbling
Demonstration: Ms. Flagg will
demonstrate the skill as she says it out
loud and will watch the students
perform right after her.
Transition: From the Activity 1 to the
middle of the floor for the miniclosure
and introduction of Activity 2
Mini Closure:
Why is it important to have a variety
of ball handling skills?
Why is ball handling important in
basketball?
-can choose multiple to use in a
game
- get past defenders
- Demo if necessary
- Pinpoint if appropriate
Activity 2: Dribble Knockout
(Teaching style: practice)
All students will have a ball and a
partner and begin dribbling within our
half court boundary. The purpose of this
activity is to dribble to open space
while trying to knock out the remaining
of the class basketballs (not your
partners). As time goes on, the teacher
will blow the whistle and the dribbling
space will be condensed. If a students
basketball gets knocked out of bounds,
they must stand on the sideline and
practice stationary dribbling until your
partner can dribble over to you and
high five you to get back in the game.
The game will continue until there is 1
student or pair left standing.
Extension up: the game will be more
challenging when the space gets
condensed into a smaller area
Extension down: allow the students 2
lives in the game so they get another
chance.

Demonstration: Ms. Flagg will

demonstrate with a group of students
CFU: ask the students to repeat back
the rules of the activity
Transition: all students will meet in the
middle of the floor for a mini closure
and introduction to Activity 3
Miniclosure:
What was the purpose of this
activity?
What was effective for getting around
defenders?
-dribble and find open space with
defense and pressure
Using the different moves, looking
up
Activity 3: Money Basket
(teaching style: practice)
The class will be broken off into 6
teams, 5 people per team. Each team
will line up at the elbow of a hoop, 2
teams against each other at a time.
When the time starts, one person at a
time from each team will shoot from
the elbow, get their rebound, and pass
it to the next person in line for their
team. Each round will be played for 3
minutes, the team with the most
amount of shots made at the end of the
round will rotate one hoop clockwise
(advancing them 1 hoop closer to the
money basket). The team that did not
make more shots will stay at the hoop
they are on. Once you have arrived at
the money basket, you do not rotate
until you lose. The goal of this game is
win as many games as you can at the
money basket. Each team will receive 1
point for each game they win and 3
points for each game won at the money
basket. The money basketbal will be
determined by the teacher.
Extension up: students can step back
and take a further shot
Extension down: Students can take a
step in if it is too challenging

Ring= basket
x= team of students
star= money basket

Demonstration: Ms. Flagg will ask 2

teams of students to demonstrate for
the class.
CFU: Ask the students to repeat the
rules back to you, ask about the point
system and which was they are
rotating.
Transition: From the Activity 3 to the
middle of the floor for the miniclosure
and introduction of Activity 3
Miniclosure:
What type of shooting was used for
this game?
When do we use jump shots in a
basketball game?
Why do we use the triple threat when
we catch the ball before shooting?
-jump shot
-from a further away distance
-look for options
Closure:
What does BEEF stand
for?
What are the 3 things we
look for in a triple threat?
Why is it important to
have a good handle in
dribbling?
-Balance, eyes, elbow, follow
through
-pass, dribble, shoot
-get past defenders
Transition:
Students will go to their corresponding
locker rooms to change

Name_________________________

Date____________
Basketball Quiz

Please answer the questions to the best of your ability.

1. True or false: you can dribble with both hands on the ball at the same time.
2. True or false: the B in BEEF stands for Basketball.
3. Define BEEF.
B
E
E
F
4. What are the 3 options for a triple threat?

5. Why is it important to follow through on your shot?

6. Mark an X on the court where you are most comfortable shooting.

Please rate the following to the best of your ability.

(1= agree; 2= somewhat agree; 3=disagree)
Ms. Flagg created a safe learning environment for our class.

Ms. Flagg taught activities that were engaging for all students in our class. 1

Ms. Flaggs activities offered fair opportunities to all students in our class. 1

I enjoyed the lessons Ms. Flagg had prepared for our classes

I was able to challenge myself during the time Ms. Flagg was here

Ms. Flaggs activities were too easy for me

Ms. Flaggs activities were too difficult for me

My favorite lesson Ms. Flagg taught was: (Circle one)

Swimming

Table Tennis

Basketball

My least favorite lesson Ms. Flagg taught was:

Swimming

Table Tennis

Basketball

Comments for Ms. Flagg: (What did you like? Dislike? Anything you would change? etc.)