PreK-2 Main | PreK Sample Lesson | PreK Sample Unit
Grades PreK-2
Basketball Blast
Lesson 1
Equipment: One playground ball per player.
Prior to beginning today’s lesson, talk to the students about their goals for the unit. Explain the assessments in terms they can understand, and remind them frequently that practice will improve their performance. Ask them throughout the unit if they feel like they are improving. They should noticeably improve their dribbling, passing, and shooting techniques by the end of this unit. Remind them that you are also looking for how well they handle challenges, and talk about appropriate responses to frustrating situations and practice sessions.
Focus Standard for the Entire Unit: Throughout every lesson, look for students who demonstrate acceptable responses to challenges, successes, and failures. Inform the students of your method for reward during this unit, and be sure to reward the class at unit’s end!
Identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity (CA 1-5.2).
- Unpack:
- What is the verb: Identify and demonstrate
- What is the skill or content: Acceptable responses
- Evidence of learning:
- The student can identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity.
- Assessment tool/task:
- Structured observation: The student will identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity.
- Criteria for competence:
- Responses to challenges: I can do it!, I’ll do my best!, I can do anything I put my mind to!, I’m up for the challenge!
- Responses to successes: I did it!, I’m so proud of myself!, Hard work pays off!, Now I’ve got it!, Awesome!
- Responses to failure: I just haven’t learned it yet, Maybe a little more practice is what I need, Having fun is what really matters and I had a blast! Next time I’ll try something different.
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Levels of quality for identifying and demonstrating acceptable responses to challenges, successes, and failures in physical activity (5-point rubric):
5. Student identifies and always demonstrates acceptable responses to challenges, successes, and failures. They are always encouraging others to keep a positive attitude in all situations.
4. Student identifies and demonstrates acceptable responses to challenges, successes, and failures in physical activity.
3. Student identifies and demonstrates acceptable responses to 2 of the situations (challenges, successes, and failures) in physical activity.
2. Student identifies, but does not demonstrate acceptable responses to challenges, successes, and failures in physical activity.
1. Student does not identify or demonstrate acceptable responses to challenges, successes, and failures in physical activity.
Focus Standard for the Day:
K-1.13: Toss a ball to oneself, using the underhand throw pattern, and catch it before it bounces twice.
- Unpack:
- What is the verb: Toss
- What is the skill or content: Tossing and catching
- Evidence of learning:
- The student can toss a ball to oneself, using the underhand throw pattern, and catch it before it bounces twice.
- Assessment tool/task:
- Structured observation: The student will toss a ball to oneself, using the underhand throw pattern, and catch it before it bounces twice.
- Criteria for competence:
- Feet should be planted, with one slightly in front of the other.
- Palm facing up with the ball balanced on top.
- Fingers should be spread apart for more stability on the ball.
- The swinging arm comes straight back, behind your backside.
- Swing the throwing arm up and allow the ball to roll off your fingers.
- Keep your eyes on the ball and catch it after one bounce.
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Levels of quality for tossing a ball to oneself, using the underhand throw pattern, and catch it before it bounces twice (5-point rubric):
5. Student has mastered the ability to toss a ball to oneself, using the underhand throw pattern.
4. Student skillfully tosses a ball to oneself, using the underhand throw pattern, and catches it before it bounces twice.
3. Student tosses a ball to oneself, using the underhand throw pattern, and catches it before it bounces three times.
2. Student struggles to toss a ball to oneself, using the underhand throw pattern, and catches it after it bounces more than 3 times.
1. Student cannot toss a ball to oneself, using the underhand throw pattern, and catch it.
Warm-Up: Free Exploration and Share Your Response
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Allow students free time to explore ball skills.
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Have the students practice bouncing, catching, and rolling.
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Drop the ball from down low. How high does it bounce?
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Drop the ball from way up high. How high does it bounce?
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Drop the ball and catch it at the peak of the bounce.
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Try dribbling with two hands… now one hand.
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Share Your Response
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Circle talk time!
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The way you respond to challenges, successes, and failures shows your character.
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Being a good sport is always the way to go. Be positive! As long as you have a positive attitude you will have fun whether you win or lose!
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Ask the students how they would respond to the following: “How do you act when you are challenged to do something new, when you succeed, and when you fail?” Encourage them to stand up and demonstrate how they would act in the different scenarios.
Underhand Throw and Catch
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Student stands in their own personal space with a basketball (or playground ball).
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With proper form, the student tosses the ball using the underhand throw and catches it before it bounces twice.
- Feet should be planted, with one slightly in front of the other.
- Palm facing up with the ball balanced on top.
- Fingers should be spread apart for more stability on the ball.
- The swinging arm comes straight back, behind your backside.
- Swing the throwing arm up and allow the ball to roll off your fingers.
- Keep your eyes on the ball and catch it after one bounce.
Toss, Bounce, and Catch
- Toss the ball into the air as high as you can WITH CONTROL.
- Practice tossing the ball in the air and hitting a spot on the ground.
- Toss the ball in the air, let it bounce and catch it.
- Toss the ball in the air, turn around, let it bounce twice and catch it.
- Toss the ball in the air, clap once, let it bounce and catch it.
- Get creative with your bounce and catch!
Bounce Pass
- Partner up.
- Partners stand six feet away from each other.
- Do two handed bounce passes to partner.
- Start with the ball at your chest, held with both hands.
- Step forward with the opposite foot.
- Throw the ball (with elbows out and thumbs pointing downward) towards the ground at a spot halfway between each partner.
- The receiver catches the ball at about waist level with two hands.
- Encourage partners to help each other with form and technique. Watch for elbows to be out to the sides, thumbs pointing down, and for the step forward with the dominant foot.
- How many times can you catch it in a row? Start counting again at one after each missed pass. Keep trying to beat your own score.
- NEXT: try the same thing, but change the pass to a chest pass. The technique is basically the same, simply take out the bounce. Allow students ample practice time while you complete the assessment pretest.
Catching and Chest Passing
Catching
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Hand position: spread fingers; make big hands.
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Above waist: thumbs up and mirror each other; wide fingers.
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Below waist: reach out and pull ball in; pinkies (little fingers) down and mirror each other.
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Finger action: squeeze ball as if it were clay; quiet, soft hands.
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Eye focus: watch ball all the way to hands.
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Body adjustment: Move feet, body to line up with path of ball.
Chest Passing
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Hold ball at chest level with elbows out.
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Hands are on the sides of the ball with fingers facing each other, thumbs down.
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As you pass the ball, fingers will flick outward and should finish pointing to your partner.
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Aim at your partners chest.
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Don’t pass too hard in the beginning! Work on the form.
Time to Practice!
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Toss and catch the ball while standing still, then while walking slowly; then gradually walk faster.
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Variation: Use music to add more activity.
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When the students hear the music, march around the play area tossing and catching their ball with two hands.
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As soon as the music stops, kids stop; then toss and catch while marching in place, until the music is played again.
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This time, travel in your favorite way in general space while tossing and catching.
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When the music stops, have the students continue to move in this way on the spot, still tossing and catching their ball.
Cool-down: Basketball Stretch (Kool Kid)
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Everyone stands in their own personal space.
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Hold playground ball in both hands and stretch to the sky.
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Still reaching upward, lean over to one side, repeat to other side.
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Standing up tall, imagine that someone is pulling your playground ball forward. Keep your back straight, but let your shoulders stretch forward with the ball.
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Now it is being pulled forward and down. Feel your shoulders lower as your bag is being pulled toward the ground.
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Follow the ball down gently as you stretch toward your toes….
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Now roll the spine up a little bit at a time… gently…
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Roll the shoulders forward, up, back, and down.
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Inhale (breathe in) as you raise the ball up high.
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Exhale (breathe out) as you gently lower the ball down in front of you. (Repeat the inhale, exhale.)
Closing Discussion / Character Counts: Self-Control
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What does it mean to have self-control?
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Is it important to be able to control your actions, emotions, and behaviors? Why?
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Are there consequences when you act inappropriately?
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What does it mean when someone’s behavior is “unacceptable?”
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Are there consequences for unacceptable behavior?
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What are some consequences that might happen at home? At school?
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POINT OUT: “When you choose the behavior, you choose the consequence.”
Here’s some additional information on self control. Take a look at this great handout for teaching self control.
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PreK-2 Sample Lesson
PreK-2 Main | PreK Sample Lesson | PreK Sample Unit
Grades PreK-2
Basketball Blast
Lesson 1
Equipment: One playground ball per player.
Prior to beginning today’s lesson, talk to the students about their goals for the unit. Explain the assessments in terms they can understand, and remind them frequently that practice will improve their performance. Ask them throughout the unit if they feel like they are improving. They should noticeably improve their dribbling, passing, and shooting techniques by the end of this unit. Remind them that you are also looking for how well they handle challenges, and talk about appropriate responses to frustrating situations and practice sessions.
Focus Standard for the Entire Unit: Throughout every lesson, look for students who demonstrate acceptable responses to challenges, successes, and failures. Inform the students of your method for reward during this unit, and be sure to reward the class at unit’s end!
Focus Standard for the Day:
Warm-Up: Free Exploration and Share Your Response
Allow students free time to explore ball skills.
Have the students practice bouncing, catching, and rolling.
Drop the ball from down low. How high does it bounce?
Drop the ball from way up high. How high does it bounce?
Drop the ball and catch it at the peak of the bounce.
Try dribbling with two hands… now one hand.
Share Your Response
Circle talk time!
The way you respond to challenges, successes, and failures shows your character.
Being a good sport is always the way to go. Be positive! As long as you have a positive attitude you will have fun whether you win or lose!
Ask the students how they would respond to the following: “How do you act when you are challenged to do something new, when you succeed, and when you fail?” Encourage them to stand up and demonstrate how they would act in the different scenarios.
Underhand Throw and Catch
Student stands in their own personal space with a basketball (or playground ball).
With proper form, the student tosses the ball using the underhand throw and catches it before it bounces twice.
Toss, Bounce, and Catch
Bounce Pass
Catching and Chest Passing
Hand position: spread fingers; make big hands.
Above waist: thumbs up and mirror each other; wide fingers.
Below waist: reach out and pull ball in; pinkies (little fingers) down and mirror each other.
Finger action: squeeze ball as if it were clay; quiet, soft hands.
Eye focus: watch ball all the way to hands.
Body adjustment: Move feet, body to line up with path of ball.
Chest Passing
Hold ball at chest level with elbows out.
Hands are on the sides of the ball with fingers facing each other, thumbs down.
As you pass the ball, fingers will flick outward and should finish pointing to your partner.
Aim at your partners chest.
Don’t pass too hard in the beginning! Work on the form.
Time to Practice!
Toss and catch the ball while standing still, then while walking slowly; then gradually walk faster.
Variation: Use music to add more activity.
When the students hear the music, march around the play area tossing and catching their ball with two hands.
As soon as the music stops, kids stop; then toss and catch while marching in place, until the music is played again.
This time, travel in your favorite way in general space while tossing and catching.
When the music stops, have the students continue to move in this way on the spot, still tossing and catching their ball.
Cool-down: Basketball Stretch (Kool Kid)
Everyone stands in their own personal space.
Hold playground ball in both hands and stretch to the sky.
Still reaching upward, lean over to one side, repeat to other side.
Standing up tall, imagine that someone is pulling your playground ball forward. Keep your back straight, but let your shoulders stretch forward with the ball.
Now it is being pulled forward and down. Feel your shoulders lower as your bag is being pulled toward the ground.
Follow the ball down gently as you stretch toward your toes….
Now roll the spine up a little bit at a time… gently…
Roll the shoulders forward, up, back, and down.
Inhale (breathe in) as you raise the ball up high.
Exhale (breathe out) as you gently lower the ball down in front of you. (Repeat the inhale, exhale.)
Closing Discussion / Character Counts: Self-Control
What does it mean to have self-control?
Is it important to be able to control your actions, emotions, and behaviors? Why?
Are there consequences when you act inappropriately?
What does it mean when someone’s behavior is “unacceptable?”
Are there consequences for unacceptable behavior?
What are some consequences that might happen at home? At school?
POINT OUT: “When you choose the behavior, you choose the consequence.”
Here’s some additional information on self control. Take a look at this great handout for teaching self control.