Standard 4: Instructional Delivery and Management
Physical education candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning.
Element 4.6: Implement strategies to help students demonstrate responsible personal and social behaviors in
a productive learning environment.
Artifact: Lesson Plan from Statistics and Assessment
Teacher Candidates(s): Lesley Turner, Sara Woodward, Ashley Baker
School: Stissing Mountain Middle School
# in class: 9
Bold Teaching Style: Command Practice Reciprocal Self-Check Guided Discovery
Inclusion Convergent Divergent Jigsaw Cooperative
Objectives (Be sure to include Situation, Task and Criteria for each objective)
Assessment Tool &
When it is used
|Length of class: 20 mins|
|1. By the end of the lessons, each student will be able to demonstrate at least 4 of the 6 components of the basketball dribble when asked to do so by the instructor.||Basketball Dribble Derby Checklist||Unit: Basketball Dribbling|
|2. By the end of the lesson, students will write how they demonstrated sportsmanship throughout the lesson by thoughtfully answering the question on the exit slip.||Basketball Dribble Derby Checklist||Equipment: Basketballs, cones, music player|
|3. By the end of the lessons, students will demonstrate knowledge of the 4 components of the dribble by naming 3 out of the 4 components on the exit slip.||Exit Slip|
References: From past experiences playing basketball
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|4. During the entire class, the students will demonstrate safety by saying ball ball if they lose control of the ball and it goes into another classmates area whenever this happens so that someone doesn’t accidently get hurt.||Exit Slip|
|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 compositionNYS 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
|NASPE Content Standards – A physically educated person: |
1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
2. Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.
3. Participates regularly in physical activity.
4. Achieves and maintains a health-enhancing level of physical fitness.
5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction
What is the ongoing fitness theme or emphasis in this lesson?
Health-related Fitness (HRF)(Please Bold)
Cardiovascular endurance Muscular strength
Muscular endurance Flexibility
|Explain how it is developed and where in the lesson it occurs: |
Muscular endurance is what is going to occur during the lesson because the students will be in the athletic stance for the majority of the time. They are going have to keep their knees bent while moving around which is going to focus on increasing muscular endurance.
Skill-related Fitness (SRF)(Please Bold)
|Explain how it is developed and where in the lesson it occurs: |
The students are going to be dribbling the ball while having to keep their head up which is why coordination is going to be key in this lesson. The students are going to have to be able to move their feet while dribbling the basketball.
|(i.e. Concepts taught, goals, estimated MVPA through a game/activity, heart rate, RPE, step counts, FITT, etc.)||(i.e. Concepts taught, goals, FITT, etc.)|
Adaptations Assessments, Reminders
Line Tag- You have one person who is the tagger and everyone else is being chased by the tagger while they are dribbling on the lines of the basketball court. The tagger has to be on the same line as the person they are chasing to tag them.
|Get the students going as soon as possible.|
Introduction, Signal for Attention,
Good morning class. My name is Ms. Baker, Ms. Turner and Ms. Woodward. Today we are going to be assessing you on your basketball dribble we will also be recording your step count at the end of the class. Our goal for the step count is 800 steps apiece. Our signal for attention will be our whistles. When you hear our whistle we want you to hold the ball and wait for further instructions. We are going to be using basketballs today and they are going to be rolling around. So if your ball escapes you then call out ball ball so that the other students around you will be aware that there is a loose ball. One of the reasons we are going to assess you is because we want to help you be able to beat the 7th grades next week in our annual 6th grade vs 7th basketball game.
|Be sure to get the students excited but have them repeat back the safety statement and cues.|
We are going to demonstrate the correct way how to do the basketball dribble and an incorrect way how to do the basketball dribble. We are going to be looking for eyes up, knees bent, dribbling at waist height and using your fingertips. We will have a student demonstrate the correct way how to dribble and other demonstrate the incorrect way.
|Be sure to do both so that they students know what to and what not to do.|
Body of Lesson
|Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet within the selected level of (PC/C/U/P) for the class.|
|Tasks (Extensions) - Activities for the whole class. E.g. Hit the ball over the net to your partner 10 times.||Cues (Refinements) – Simple secrets to improve performance. E.g. Low to high||Challenges (Applications) - More game-like chances to practice the same tasks at the same difficulty level. E.g. In 90 seconds, see how many times you can hit the ball to your partner.||Modifications – |
Add modifications to make the tasks easier and harder according to the skill level of the students.
Adaptations Assessments, Reminders
|1. Name the State Capital:|
Have the students line up on the end line each with a basketball. The teacher will stand in front of the students holding up a picture of a state. The students have to dribble towards the teacher and try to name the capital of the state being held up. The teacher keeps holding up different pictures until the students get to the other end and then they go back.
|1. Eyes Up, Knees bent, fingertips, waist height dribble||1. Have student keep track of how many state capitals they got right in one trip down and back.||Easier – To make it easier the teacher can use pictures of very unique shaped states|
Harder – To make it harder the teacher can use pictures of more similar looking states
|Be sure the students know that they have to keep the ball in motion while keeping their eyes up.|
|2. Go Over Dribbling Violations|
- Describe the three violations and have a student demonstrate each violation.
1. Carry: palming the ball
2. Travel: taking more than two steps without dribble the ball
3. Double dribble: picking the ball up with two hands and then putting it back down
|2. Carry, Travel, and Double Dribble||2. The students can demonstrate what these violations look like.||Easier – The students can tell us what they think the violations are.|
Harder - The students can show us what the violations are.
|Be sure to check for understanding.|
T SSSS T SSSSS T
|3. Dribbling Knock Out:|
The entire class will be within the three point line. Everyone will be dribbling the basketball and at the same time they will be trying to swipe the ball away from the other players. The object of the game is to keep control of your ball while swiping the others out. If your ball gets swiped out then go over to the side line and you have the choice of doing 5 pushups or 5 sit ups. Once you have completed that then you can go back to the game. For this game however you do not have to say ball ball when your ball gets swiped.
|3. Finger pads , waist height, eyes up, knees||3. Instead of using the three point line for dribble derby you could use the circle in the middle of the gym.||Easier – The students can us the entire half of the gym in order to play the game. |
Harder – The students can only use their non dominate hands when they are dribbling.
|Remind the students of the cues if they are having a hard time dribbling the ball.|
|4. ||4.||4.||Easier - |
|5.||5.||5.||Easier - |
Activity close (Optional)
Hook to Next Lesson
T SSSSSSSSS T
The students will sit on the end line and take the exit slip test. One teacher candidate will be handing out the pencils and the other will hand out the exit slips. The third teacher candidate will make sure that the students remain sitting on the end line and facing the correct way. Once the students have completed the tests they will sit quietly and wait for everyone to be done with the tests. Great job today everyone, I know that you guys are going to be great in the game against the 7th graders.
|Administer the exit slips correctly.|
Evaluation of Lesson
|Pre-planning: Previous instruction in this activity (earlier grade levels) We are going to expand on the dribble skills because of the skills that we saw at the sixth grade basketball game against the seventh graders last week. |
Post-planning: “Assessment Informs Teaching:” future needs based on assessment results
Teacher Reflection Notes: