Teacher Candidate(s): Michael Huber

Lesson Plan
#__ of #__

NYS/National
Standards

Unit/Activity: Basketball
Central Focus and Lesson Focus: Similarities and Differences
Link to previous lesson(s): Students will compare different aspects of the sport basketball to the sport Soccer, which they have

Objective #2
Domain:
Psychomotor

Date:
Grade: 6-8
# in class: 25

just completed.

Objectives Students will be able to..

Behavior / Condition / Criteria
Objective #1
Domain: Cognitive

School: Middle School

Assessment Tool

Length of class: 45

minutes

Teaching Styles/Strategies:
2b/2

1a/1,2

SWBAT compare basketball and soccer

informal

SWBAT demonstrated the similarities and differences in Soccer and Basketball

informal

Objective #3
Domain: Affective
List of Academic
Language Used

Language
Function/Common
Core

2a/2

Vocabulary
words
Examples:
analyze,
compare,
evaluate,
sequence,
signal, &
summarize
2c/4

SWBAT successfully work together in groups

Compare, contrast, similarities, differences, Soccer, Basketball, Passing, Shooting,
Strategies

Compare, analyze

SWBAT maintain a safe environment for learning, observing all rules set forth from
the teacher.

Safety Statement

NYS Learning Standard 1 Personal Health and Fitness

1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities.
1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition
NYS Learning Standard 2 A Safe and Healthy Environment
2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity.
2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication.
2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.
NYS Learning Standard 3 Resource Management
3a. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity.
3b. Students will be informed consumers and be able to evaluate facilities and programs.
3c. Students will also be aware of career options in the field of physical fitness and sports

informal

informal

Equipment:
Soccer Balls
Basketballs
Goals
Hoops

informal

References(e.g. Book, course packet, pg #, complete web address URL):

Similarities and differences sample LP

National Standards The physically literate individual:

1. Demonstrates competency in a variety of motor skills and movement patterns.
2. Applies knowledge of concepts, principles, strategies and tactics related to movement
and performance.
3. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing
level of physical activity and fitness.
4. Exhibits responsible personal and social behavior that respects self and others.
5. Recognizes the value of physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction.

Time

Task
Locker room

Description/Organization
Students will arrive to class going straight to the locker
rooms and changing for class.

5-10

Warm ups

Student led warm ups will begin class. Students are in

Squads or spots on the floor of the gym where they are
assigned. Teacher takes attendance and may give feedback as
needed.

10-15

Directions / Grouping

Teacher will explain the lesson for today. Todays lesson is

different than a normal lesson the students are used to.
Today we are going to take two different sports we are
familiar with and compare and contrast them. Can anybody
tell me what those two words mean? Why might it be
important for us to compare two different sports?
We will be getting into small groups and you will compare
and contrast Soccer and Basketball. Each group will have a
soccer ball and basketball and can use the hoops, and goals if
needed. I encourage you to compare different aspects of each
sport. Make as many as you can. Teacher will group
students and send them to their groups location.

15- 25

Similarities and Differences

Students will would collaboratively in their groups

examining their similarities and differences.
They may use the balls and quickly run through different
parts of the game to refresh their memory. Groups get 10
minutes. Be prepared to share and demonstrate.
Teacher will be walking around for assistance and/or to
answer questions. Students will have a large or multiple
large sheets if needed, where they can complete a venn
diagram showing the similarities and differences in each
sport. Groups will compete against each other, the group
with the highest total number of similarities and differences
will receive a free make up.
Groups will come together and share what they have
concluded as a group. They will demonstrate the similarities
and differences that they discuss.

25-35

Group demonstrations

35-40

Reflection on the lesson

Teacher will bring students in and ask them a variety of

questions about the lesson such as
Do you think that there is a relationship between the two
sports?
Are there skills related to each of the sports?
Do those skills carryover from sport to sport?
Are there non physical aspects such as teamwork and
strategies that we may have over looked

0-5

Cues

Adaptations/Modifications

Translate for ELLs

Students will change back for their next class

40-45

Locker room