4.+Sr.+High+Lesson+Plan

Lesson Plan - High School Physcial Education

**Grade:** __12__ **Lesson/Unit:** __Basketball__ **Date:** __01/29/10__ 1. A30-5 Analyze, evaluate and adapt performance of manipulative skills and concepts – effort, space and relationships – to perform and create a variety of activities to improve personal performance. 2. C30-4 Apply, monitor and assess leadership and followership skills related to physical activities, and demonstrate an understanding of leadership skills related to implementing physical activity events or programs in the school and/or community. 3. C30-6 Identify and demonstrate positive behaviors that show respect for self and others.
 * Lesson Objectives:** Students will:

cation || Fair Play || Leadership || Teamwork || Effort || Safety || Goal Setting/ Personal Challenge || Active Living in the community ||
 * Activity |||||| Benefits Health |||||||| Cooperation |||||||| Do it Daily…For Life! ||
 * Basic Skills || Application of Basic Skills || Functional Fitness || Body Image || <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">Well-Being || <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">Communi-
 * <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">Basic Skills || <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">Application of Basic Skills || <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">Functional Fitness || <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">Body Image || <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">Well-Being || <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">Communi-
 * <span style="font-family: 'Arial','sans-serif';">↑ || <span style="font-family: 'Arial','sans-serif';">↑ ||  ||   ||   || <span style="font-family: 'Arial','sans-serif';">↑ ||   || <span style="font-family: 'Arial','sans-serif';">↑ || <span style="font-family: 'Arial','sans-serif';">↑ ||   ||   ||   ||   ||


 * **<span style="font-family: 'Arial','sans-serif';">Introduction **

<span style="font-family: 'Arial','sans-serif';">Students will enter gymnasium and follow their daily routine by completing 10 laps of the basketball court and finish by sitting quietly in the center circle. Teacher will explain the function and format of the day’s Jigsaw-based activity. The teacher will then separate the class into 5 evenly skilled groups of 4, these will be referred to as the “home groups”. Students will then be given the instruction of numbering themselves off 1 to 4 within their home group. Each basket of the gym will be labelled 1 through 4. Students will leave their home groups and meet with their “expert group” at their corresponding basket. || **<span style="font-family: 'Arial','sans-serif';">Assessment/Evaluation ** || Learning Activities/Teaching Strategies **
 * **<span style="font-family: 'Arial','sans-serif';">

<span style="font-family: 'Arial','sans-serif';">Waiting at each basket will be an information sheet explaining various skills. These information sheets will have a detailed description as well as a labelled diagram of the proper technique and form of each skill. Basket # 1 will focus on the Jump-shot. Basket # 2 will focus on the Chest Pass. Basket # 3 will focus on Low and Controlled Dribble. Basket # 4 will focus on proper defence position and movement. Students will be given 5 – 10 minutes to learn and practice their skills in their expert groups, depending on the amount of skill competency being demonstrated. Teacher will then instruct students to meet with their “home groups” to take turns acting as the leader and instructor, by teaching their peers the skills and knowledge they have acquired in their “expert groups”. 5 – 10 minutes will be allotted for each “home group” at each Basket. || <span style="font-family: 'Arial','sans-serif';"> Observation || Closure/Cool-down **
 * **<span style="font-family: 'Arial','sans-serif';">

<span style="font-family: 'Arial','sans-serif';">Question and answer period focusing on points outlined in information sheets. || <span style="font-family: 'Arial','sans-serif';"> Questioning and discussion. ||

- <span style="font-family: 'Arial','sans-serif';">15 basketballs of various sizes - <span style="font-family: 'Arial','sans-serif';">4 Baskets - <span style="font-family: 'Arial','sans-serif';">Gymnasium space || **<span style="font-family: 'Arial','sans-serif';">Safety considerations ** - <span style="font-family: 'Arial','sans-serif';">Close gymnasium storage doors during warm-up run - <span style="font-family: 'Arial','sans-serif';">Balls must be returned to ball bin during transitions - <span style="font-family: 'Arial','sans-serif';">Teacher must be constantly observing all groups throughout lesson. - <span style="font-family: 'Arial','sans-serif';">Sweep gymnasium floor prior to lesson ||
 * <span style="font-family: 'Arial','sans-serif';">**Equipment**

- <span style="font-family: 'Arial','sans-serif';">At the “jump-shot” station, lower targets will be taped to wall for students struggling to reach standard basket height. - <span style="font-family: 'Arial','sans-serif';">Various ball sizes will be available for all activities requiring balls. || <span style="font-family: 'Arial','sans-serif';">**Sponge Activities** - <span style="font-family: 'Arial','sans-serif';">At dribbling station, a description of “keep-away” will be on back of information card, should group acquire competency earlier than others. - <span style="font-family: 'Arial','sans-serif';">At shooting station, a description of “bump” will be on back of information card should group acquire competency earlier than others. - <span style="font-family: 'Arial','sans-serif';">At passing station, a description of “piggy-in-the-middle” will be on back of information card, should group acquire competency earlier than others. - <span style="font-family: 'Arial','sans-serif';">At defence station, a description of “one-on-one” will be on back of information card, should group acquire competency earlier than others. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Rationale:**
 * <span style="font-family: 'Arial','sans-serif';">**Accommodations for Students with Special Needs**

The benefits of the Jigsaw are not limited to its efficiency of high quality information transfer. Rather the Jigsaw technique encourages listening, engagement, and empathy by giving each member of the group an essential part to play in the academic activity. This lesson works as a great tool for addressing various learning styles in that it incorporates written instruction, verbal instruction, peer demonstrations and manipulative. By addressing all of these learning styles, a very inclusive atmosphere is achieved. The Jigsaw cooperative learning strategy provides students with the opportunity to work with and around their peers in various groups. Students will not be confined to one pre-determined group throughout the entire lesson, which creates opportunities to work with students of varying skill level. This allows for each student to take on both a leadership and followership role. This lesson is intended to be an introduction to the unit, therefore it is more intended as an instructional day. However, because the lesson is almost completely run by the students themselves, the teacher is given the opportunity to spend more time observing and evaluating. An example of sponge activities have been clearly outline within the lesson, which will appropriately handle students who finish early. This lesson plan also fulfills all the qualifications of the 5 basic elements for effective group work as detailed in the linked document.

This lesson plan also fulfills all the qualifications of the 5 basic elements for effective group work as detailed in the linked document.

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