Date: 10/17/19

Teacher Candidate(s): Ibrahim Sankanou School: M.S 45

Grade: 7
Unit/Activity: Basketball
Lesson Plan NYS/ # in class: 20
x of 12 National Central Focus (entire lesson segment): Shooting
Standards Lesson Focus: Shooting
National Outcomes: s1.m4.7, S1.M1.7, S1.M5.7, S1.M7.7, S2.M1.7, S2.M3.7

Objectives Length of class: 50

Assessment Tool
Situation / Task / Criteria mins
Teaching Styles:
Psychomotor The students will demonstrate shooting with a group 4 out Command
*/1 checklist
Domain of 5 times with proper technique. Practice
Reciprocal
Self-Check
Affective Inclusion
*/4 During the drill, students will work with a partner and Teacher observation
Domain Discovery
provide at least one corrective feedback to their peer
Problem Solving
At the closing activity, students will state at least two Cooperative
*/2
offensive tactics to create open space on an exit slip Stations
Jig-Saw
Cognitive List of Exit slip
Domain Academic
v- cut, Quick, React, Step in, Turn, Grip, Follow through
Language
Used
Fitness Equipment:
Objective Student will be given a pedometer as a fitness objective to
/
Health/Skill track how many steps are taken during the class period. Frisbee
PM/Cogn
Cones
 Cones

Common CC
Core Standard
Standards

Please make sure there is enough space between you and the References(e.g. Book, course packet, pg #,
2c/4 other group to avoid any collisions complete web address URL):

Safety Teaching cues for sport skills for secondary

Statement school students page 370

National Standard & Grade-Level Outcome pg

42-45
NYS Learning Standard 1 – Personal Health and Fitness
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
1. Demonstrates competency in a variety of motor skills and movement
activities.
patterns.
1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength,
2. Applies knowledge of concepts, principles, strategies and tactics
endurance, and body composition
related to movement
NYS Learning Standard 2– A Safe and Healthy Environment
and performance.
2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity.
3. Demonstrates the knowledge and skills to achieve and maintain a
2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and
health-enhancing
communication.
level of physical activity and fitness.
2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.
4. Exhibits responsible personal and social behavior that respects self
NYS Learning Standard 3– Resource Management
and others.
3a. Students will be aware of and able to access opportunities available to them within their community to engage in physical
5. Recognizes the value of physical activity for health, enjoyment,
activity.
challenge, self-
3b. Students will be informed consumers and be able to evaluate facilities and programs.
expression, and/or social interaction.
3c. Students will also be aware of career options in the field of physical fitness and sports

Adaptations,
Tim Assessments,
Lesson Organizatio
e Reminders
Compone n Description
(min CFU, Academic
nts
s) Language, Alignment
to objectives
 Instant Student will grab a partner and practice passing the frisbee continuously until I blow my
3-4
Activity whistle.

15-3 Whistle. Students will stop passing the frisbee and come sit on the three-point arc
Transition
0 for next demonstration.
Good Morning class, my name is Mr. Sankanou and I will be your physical education
Introducti instructor for today’s class. My signal for attention will be my whistle. Once you hear
on, Signal T (whistle)….. please stop what you are doing so we can transition into the next step. Today
for we will have a review on lay ups. After, we will transition on to a shooting drill. Before
Check for
Attention, 2-3 the shooting drill we will go over the acronym B.E.E.F (Balance, Eyes, Elbow, Follow
understanding
Hook, SSSSSSSSS through). During the drill students will demonstrate with a group making 4 out of 5 shots
Expectatio S with proper form and technique. If perform correctly, we will have shooting game
ns challenge called Hotshot. For my safety statement, please communicate with one another
if someone is in harms way. Can anyone please tell me what we will be working on?

Whistle. Students will stop passing the frisbee and come sit on the three-point arc
Transition
for next demonstration.
Fitness Student will be provided with pedometers. The pedometer is to be placed on your pants
Activity waist band. The pedometer will record the amount of step taken throughout the class.

Whistle. Students will stop passing the frisbee and come sit on the three-point arc
Transition
for next demonstration.
Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet.
Cues Variations / Modification –
Learning Tasks (Refinements) – Add variations to the learning Adaptations,
a) For each learning task, please describe Simple words to tasks to make it easier and harder Assessments,
demonstrations and/or questions that will improve according to needs and abilities of Reminders
facilitate student learning and engagement. performance and the students (lower and higher CFU, Academic
b) Describe the learning task. E.g. Hit the ball understanding. skilled students). Language, Alignment
over the net to your partner 10 times. E.g. Eyes at to objectives
target
 a. Teacher will give a review from the previous class on lay ups. The instructor will Student will be assessed
then demonstrate the drill three times, then slow it down. They will then by how many proper
demonstrate lay ups with a partner. The cues will be reviewed during the catches was performed
demonstration. in the task. The student
will count off to see
10 Task #1
how catches were
caught out of ten. This
will happen throughout
the drill.

b. Students will get one partner 1. Dribble Question: What is the

S S
and go onto the court , they will 2. Right proper form for a
then begin the drill by passing to 3. Left Easier – Student stand under the backhand pass for
their partner a couple of time. 4. Shoot basket and lay u ultimate frisbee?
After, they will move back further
T
and begin passing the frisbee from Harder – Pass the frisbee from a Answer: thumb on top,
a longer distance. Each student further distance with a partner index finger on the edge
S S
should at least pass the frisbee to and middle, ring and
each other 10 times. pinky are on the bottom

15-3 Whistle. Students will stop passing the frisbee and come sit on the three-point arc
Transition
0 for next demonstration.
a. Teacher will explain the set up on the court and show provide a Teacher will have a
demonstration of passing the frisbee to a running individual. The student check list and give
will be passing the frisbee with the backhand pass. After, student will take assessment to see if
10 Task #2
turn rotating between running and passing. Each student will take turns at students are using the
least 5 times. proper cues while the
drill is in place.
b. Students will have a partner 1. Run Straight
Easier – Student will run a
5 feet across from each other 2. Look Back
short distance and to complete Question: When
on the court. The passer will be 3. Extend Arm
catches with the frisbee should you do with
stationary, while the other 4. Catch
your arm while
partner will mobile. The runner
looking back?
will run in a straight line and
Harder - Students will run a
run into a catch. Each student
long route and complete Answer: extend arm
will attempt to complete at
catches
least 5 catches.
 15-3 Whistle. Students will stop passing the frisbee and come to the middle of the court
Transition
0 to transition on to the next task.
a. Teacher will demonstrate the drill with a partner three times. The drill will Student will be assessed
have student pass the frisbee with partner. The catcher will be running in a by how many proper
catches was performed
straight line and catch the frisbee from the passer. The passer will in the task. This will
demonstrate the backhand pass. The catcher will have a defender trailing happen throughout the
right behind them. The point of the defender is to out the catcher in an drill.
10 Task #3
authenticity environment. After, students will rotate positions to give each
Partner will assess their
Body of other the chance to complete the task. teammate by checking
Lesson to see if the student
(Lesson followed the cues.
Focus)

b. Student will have a partner,
there will be three positions a
T
defender, offensive player and
passer. The defender will be
trailing the offensive player.
S
The passer will throw frisbee a
S S
couple feet ahead of the
catcher. The catcher job is to
run straight.
1. Run Straight
2.Look Back Easier – Students will run
3.Extend Arm without a defender to make the Question: when you
4. Catch task simple. look back what
should your eye be
Harder - The defender will try on?
hard to get a defensive stop. It
will challenge the catcher to Answer: The Target
out run the defender

Whistle. Students will stop passing the frisbee and come to the middle of the court Use countdown for
15-3 Transition everyone to come in.
to transition on to the next task.
0
 a. Teacher will use a partner and demonstrate the v-cut without a defender. Students Student will be assessed
will still be demonstrating the backhand pass. The teacher will demonstrate the by how many proper v-
drill three times, then slowly present the drill with the cues. cut was performed in
the task. This will
happen throughout the
drill.
Task #4
10

Teacher will check if

b. Students will be working in
groups of three or four and head to
the court. There will be a passer
and offensive player. The passer
S S
will visualize the v-cut and pass
the frisbee at the right time. While
the offensive will be running the
v-cut route to catch the frisbee.
Students will rotate with passing
T
and catching the frisbee
throughout the activity. The goal
is for each individual to complete
at least 5 catches.
the students are using
cues correctly by
having a check list.
1. Run diagonal Easier – Student will demonstrate
2. Stop the v-cut from a short distance or Question: when you
3. 45 degrees perform the task slow stop while performing
turn the cue what should you
4. Run diagonal Harder – Student will have run the do next?
v-cut in a long route and a
defender will be added.
Answer: Make 45
degrees turn
.

15-3 Whistle. Students will stop passing the frisbee and come to the middle of the court Use countdown for
Transition
0 to transition on to the next task. everyone to come in.

a. Teacher will use a partner and demonstrate the v-cut with a defender. Student will
still be performing the backhand pass. The teacher will demonstrate the drill three
10 Task #5
time, then slowly present the drill with cues.

b. Student will work in groups of 1. Run diagonal

three or four and head on the 2. Stop Question: what is some
court. There will be a passer, 3. 45 degrees of the cues for the V-cut
T Easier – The task will be
offensive and defensive player. turn ?
demonstrated without a defender.
The passer will visualize the v-cut 4. Run diagonal
and time the pass. The defender
Harder - The defender job will be
S will train the defensive player. The 1. Run diagonal
to apply pressure on the offensive
offensive player will try to 2. Stop
S S player. Try to get a stop.
complete the catches. The goal is 3. 45 degrees turn
for the student to try to complete 4. Run diagonal
at 10 complete catches.
 Transition
T
What were some of the
Lesson task performed in
Closure, Review the lesson, talk about the next lesson, and give exit slip for the student to todays class?
Hook to Next SSSSSSSSS complete
Lesson
S Answer: V-cut and long
pass

Pre-planning: Previous instruction in this activity (earlier grade levels)

Evaluation of Post-planning: “Assessment Informs Teaching:” future needs based on assessment results
Lesson
Teacher Reflection Notes:

(Include any assessment, task cards, exit slips you used): Describe and number
Instructional
Supports