Purdue Lesson Plan Form Teachers Name: Stacy Hall Resource: PE Central Unit: Basketball Skill taught: Shooting Equipment Needed: 15 Basketballs or 15 Bouncy Balls, 8 Index Cards, 30 Score Cards, 30 Pens, and 8 Hula hoops Grade: 8th # of students: 30 Lesson #: 4 Safety: Always put your basketballs back into the hula hoops when you are not using them so that no one trips over them and hurts themselves. Pre-requisite Skills: Dribbling and Passing Teaching Style: Direct Global Goal: Students will be able to be competent shooters in basketball by the end of this lesson. NASPE Standards: Standard 2 Applies movement concepts and principles to the learning and development of motor skills. Benchmarks: 8.2.1 Learn and apply principles necessary for skilled physical performance. Example: Learn the BEEF principle and use it while shooting the ball. Time 1 Min Lesson Focus and Transitions/ EXTENSIONS/Applications (Introduction to Closure). Begin class: Greet students, Ask students to stretch on their own while you take attendance (Take attendance) Refinement/Cues Organization (Draw set-up) x x x x x x x x x x x x x x x x x x x x x x x x x x x x T (Set up #1) Lesson Objectives: Cognitive (1); Affective (1); Psychomotor/ Fitness (1) Assessment for each objective must be included 1 Min Introduction: We have begun our basketball unit and we have learned dribbling and passing. Today we are going to learn proper shooting technique and play a few shooting games. Today when I blow my whistle I want you to freeze and sit down where you are and wait quietly for further instructions. If you have a ball when I blow my whistle I want you to quickly put it in a hula hoop and then have a seat. Also today when I say Go you may begin your activity. Whistle Blow = Freeze and Sit Quietly Go = Start activity Set up #1
1 Min Set Induction: So, how many of you actually like basketball? Yes, I do too! Did anyone watch the Olympics in August? Well, both our Men s and Women s teams clamed gold for the USA. I think there were some pretty good shooters on those team and we are going to practice our shooting like they would today. Set up #1 3 Mins Task Presentation #1: Has anyone ever heard of the acronym BEEF to explain good shooting technique? Well the acronym is to help you remember what to do while shooting. (Demo and Instruct) (Pick one student to come up and demo this with you) The B in BEEF stands for Balance. While shooting you must remember to have your feet spread to shoulder width, to stay balanced. The first E stands for Elbow. You should have your elbow in line with the knee of your shooting hand; look for your arm to make 90 degrees. The second E stands for Eyes. Make sure you have your eyes focused on the target, the rim. Last is F and it stands for Follow through, you want to follow through as if you are reaching your hand into the cookie jar on the top shelf. Extend your arm up and reach into the cookie jar. Last thing to remember is just like in dribbling you want to be using the pads on your fingertips. You want to have a space between the ball and the palm of your have. (Show) This will allow you to have that soft touch when shooting. B=Balance E=Elbow E=Eyes F=Follow Through Use Finger Pads Set up #1
I am going to put you into pairs and when I say go to your group one of the pair get a ball from one of the many hula hoops and spread all throughout the gym. What I want you to do is shoot the ball up into the air five times (demo) while your partner gives you feedback on how well you are doing each part of BEEF. Once you have done five switch. Safety: Always put your basketballs back into the hula hoops when you are not using them so that no one trips over them and hurts themselves. *If you are by a basket do not shoot your ball into the basket, if I see you do this you will be moved. Check for understanding. 30 Secs Transition: Quickly pair each student and send them off to start. Set up #1 1.5 Mins E1: Students are practicing their shooting technique using BEEF to give feedback to each other. The students are practicing five time and then switching. Teacher walks perimeter giving feedback using cues. B=Balance E=Elbow E=Eyes F=Follow Through Use Finger Pads xx xx xx xx H xx xx xx xx xx xx H xx xx T (Set up #2) 30 Secs Transition: Blow whistle and wait for everyone to be quiet and seated. Set up #2 only seated 2 Mins TP #2: For this next activity we will be actually shooting at the basket. In your pair you will be playing a game of Pig. (Demo with one student) We are going to play this game only making 15 foot jumpers so within 15 feet of the Set up #2 only seated
basket, (show area) the first person shoots from anywhere and if they make it the second person must make it from that same spot. If they do make it the first person gets to shoot from anywhere again. However if the first person makes their first shoot and the second person does not they get a letter, this time it would be P. Let s say the first person shoots and misses it then the second persons turn and they get to shoot from anywhere. Once one person spells pig the game is over. Make sure to rebound for your partner. We still want to focus on using BEEF to make sure we are using proper shooting technique. No silly shots. When I say go walk to the closest basket with your partner and begin playing the game. When you are done with your game report to me for further instructions. Check for understanding. Go! 5 Mins E2: Students play the game of Pig and when finished report to Teacher for their next activity. Teacher walks perimeter giving feedback using the cues. B=Balance E=Elbow E=Eyes F=Follow Through Use Finger Pads B B B T xx xx xx B xx xx xx xx xx B B B B H (Set up #3) 30 Secs Transition: Once finished with their game students report to teacher for next activity. Set up #3 5 Mins A1: When students report back to the teacher ask them to shoot 10 shots each and report back to the teacher when finished with how many they were able to make out of 10. Check U. Set up #3 P- SWBAT successfully make 6 out of 10 shots they take during the challenge. Assessment- Teacher will record each students score.
30 Secs Transition: When students report back to the teacher record their score on the score sheet and have the students go sit in the center circle. Set up #3 2 Mins TP #3: We are going to play a game called basketball golf. I am not sure if any of you play golf or know how to keep score but each basket is a hole like in golf and it has a Par value which means that (demo) let s say this basket is a par 3, well that means I get three shots to get it in the hole/basket. If it takes me 4 shots I would have a +1 but if it only takes me 2 I would have -1 and if it takes me exactly 3 I have a score of 0. To help move the game along if you can not make it after 5 shots just put your score down at +2 on a Par 3. What if it takes me 5 shots and I still don t make it on a Par 2 hole? +3. After each person in your group finishes and records their score on their score sheet you will rotate clockwise to the next hole. If the group in front of you is not finished wait patiently and quietly just like in golf. When I blow my whistle the person with the ball run it to the bin and everyone to the center circle. Pass out score sheets and pens. Check for understanding. Put students in groups of three and send them to a basket to start. x x x x T xx x x x x (Set up #4) 30 Secs Transition: Students are placed in groups of three and sent to a basket to begin. Set up #4
6 Mins 30 Secs A2: Students play Basketball Golf rotating clockwise to each basket. Teach walks perimeter checking for students who are waiting patiently and quietly. Transition: Blow whistle and wait for all students to come to center circle Set up #3 Set up #3 A- SWBAT demonstrate courteous behavior by being patient and quiet while waiting for shooters at their next basket to finish. Assessment- Teach observation. 2 Mins Closure: On the back of you score cards write down what BEEF stands for. Did you enjoy Basketball golf? Great, see you Thursday, you may get dressed after I have your score card. Set up #4 C- SWBAT list and describe each part of the BEEF acronym with 100% accuracy when asked during the closure. Assessment- Written Quiz Purdue Lesson Plan Form Page two
Shooting Assessment Name: Score out of 10 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
Hole 1 Par 3 Hole 2 Par 2
Hole 3 Par 1 Hole 4 Par 2
Hole 4 Par 1 Hole 5 Par 3
Hole 6 Par 2 Hole 7 Par 3
Hole 8 Par 1 Hole 9 Par 2
Basketball Golf Scord Card Hole 1 Hole 2 Hole 3 Hole 4 Hole 5 Hole 6 Hole 7 Hole 8 Hole 9 Par 3 Par 2 Par 1 Par 2 Par 3 Par 2 Par 3 Par 1 Par 2 Score: Name: * If you can not make the shot after 5 attempts write your score down and move on to the next hole when your whole team has finished.
Time Lesson Focus and Transitions/ EXTENSIONS/Applications (Introduction to Closure). Refinement/Cues Organization (Draw set-up) Lesson Objectives: Cognitive (1); Affective (1); Psychomotor/ Fitness (3) Assessment for each objective must be included