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Daily Lesson Plan

Teacher: Cami Karnes & Cole Wellnitz


Date: 11/4/13
th
Grade: 5 grade Teaching Style______________________________
Objectives/ Standard

Psychomotor: TSWBAT show ability of defense and passing skills in a


basketball game/activity by the end of class time. (S 1)
Affective: TSWBAT work with a group during class cooperatively while
practicing how to play basketball. (S 2&4)
Cognitive: TSWBAT understand the importance of passing and defending in
a basketball game in order to be successful. (S 3)

Early Bird Activity


Fitness Component
10-15

Demonstration
(skill or concept)
whole-part-whole
Skill cues
16-34

Basketball Fitness:
Materials Needed: 15 Basketball Cards with exercises and reps, Music:
Space Jam Theme song
Place basketballs all over the gym floor. Students will run from card to
card performing the exercises on the backs of the cards.
When they finish 1 exercise they should lay the card back on the ground
face down to run to another basketball card.
Exercises:
Run 1 Lap around the gym
Run 2 Laps around the gym x2
Skip 1 Lap around the gym
Skip 2 Laps around the gym
Gallop 1 Lap around the gym x2
10 Jumping Jacks
15 Jumping Jacks
8 Sit-Ups
10 Sit-Ups
5 Push-ups
8 Push-ups
Stretch Arms for 30 Seconds
Stretch Legs for 30 Seconds

Waiting observation for stop/start cues and specific directions


1. Three on three pass basketball
Review three types of passes
Ask students parts of each pass
Elaborate on basketballs v. balls-hehe
a. Place poly spots, one per student, in a triangle one within
another.
b. Offense on the outside spots, inside is defense

c. Two Groups of three students per hoop


a. If way to distinguish teams then do so, scarves?
d. Show students cues of part-whole- Offense: fake, turn, pass.
defense: Hands up, step
e. Offense students can only pivot and pass with ball, Defense one
step off of spot.
f. Goal is to pass to teammates three times, let students choose who
starts (are fifth graders mature enough for this)
g. Turnover at three passes, or when pass incomplete or blocked
h. Offensive player with ball must pass in 4 seconds
i. Work on all three passes as designated by teacher(chest, bounce,
overhead)
j. Each student needs to touch ball before passing turnover
k. Flags start offense2. 3 Pass and shoot
a. Keep same rules for poly spots and passing
b. Now when three passes are made, shoot
c. Turnover when shot made or pass/shot blocked
d. Each offensive player needs to touch ball before shooting
e. It is okay if you miss
3. Dribble pass shoot
a. Same rules for passing
b. Now option to dribble up to three times, but start on poly
spots
c. Shoot after three passes but less than five
d. Each offensive player needs to touch ball before shooting

Lesson
Body

Some groups may advance faster than others, accommodate or pair to more
advanced other teams, if certain group is ready before others.
Or
Rotate groups (scarves, jerseys) to the left when facing wall
If students would be ready for stage two then start them there
May not get to stage three depending on student skills, and previous
teaching.
If extra hoop or and some students arent ready to pass with defenders,
separate them in another area.
Separate into boy groups and girl groups? I dont know if there may be a
difference in skills.
Will students have nametags?
Practice Format
for skill or concept

Follow-up
Activity
(activity must focus on
skill or concept
demonstrated and
practiced)

Closure/Cool-down

Students will jog 1 lap around gym. Students will then meet and sit by the
door or jump circle and go through the assessment.

35-37

Assessment
37-39

Materials

1) Informal questioning during closure (what did we learn today)


What skills did we work on today?
What did you think was hard to do in the passing game? The 3 on 3 game?
Why did we play a passing game before the full three on three games?
Why is it important to work as a team when playing the full game?
2) Formal teacher observation during follow up activity
Basketballs, music player and song: Space Jam theme song, poly-spots,
scarves or jerseys?

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