Lesson Plan 4 - Dribbling

SPRINGFIELD COLLEGE - DAILY LESSON PLAN
NAME: Colin Tullson
DATE: 11/28/16
TIME: 40 min
SCHOOL: Mary Walsh Elementary School
LESSON#: 4 of 5 FACILITIES: of gymnasium
CLASS SIZE: 10-12
UNIT/THEME: Dribbling & Stretch
GRADE: 4
GENERIC LEVEL: Pre-control/control

EQUIPMENT:
1. 4 medium cones 2. 15 hot spots 3. Images of skills 4. 14 recess balls

5. 15 tennis balls 6. 12 basketballs 7. 12 circle cones 8. tape
FOCUS OF LESSON: Dribbling and dribbling into a shot while exploring straight, curved, and zig
zagged pathways.
STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + National Standard(s)/Grade Level
Outcomes; Task #s where content is taught; Task # where objective is assessed:
By the end of the lesson, students should be able to:
(C) Describe the different relationships of straight, curved, and zig zag, and the importance they have
when dribbling and creating a shot (S1.E17.4a; MA CF 2.4) (Taught: Tasks 1,2 Assessed: After 2nd Task)
(A) Exhibit responsible behavior when working individually as well as group interaction
(S4. E1.4; MA CF 2.7) (Taught: Tasks 2 Assessed: Task 2)
(P) Explore all 3 relationships of straight, curved, and zig zag through dribbling, and demonstrate to
their peers. (S1.E17.4b; MA CF 2.1) (Taught: Tasks 1,2 Assessed: Tasks 1 & 2)
___________________________________________________________________________________
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Provide multiple demonstrations and student demonstrations for each skill that is practiced
2. Create a safe and an enjoyable environment for the students performing the activities
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
The class I am teaching is in the 4th grade. The safety concerns with the class would be watching their
personal space when performing the activities. Students need to be aware of the walls, tables, and
boundaries.
REFERENCES:
Graham, G., Holt/Hale, S., & Parker, M. (2013). Children moving: A reflective approach to
teaching physical education (9th ed.). New York: McGraw Hill
Couturier, L., Chepko, S., Holt/Hale, S. (2014). National Standards & Grade Level Outcomes
for K-12 Physical Education (2nd ed.). Virginia: SHAPE America
Jarvis, S. (2015). Gopher: Quality PE Equipment since 1947. Fort Worth, Texas: PE Blog
http://www.gophersport.com/blogentry/11
LESSON PLAN FORM

0-5:00
5-7:00
7-10:00
10-12:00
Key: T=Teacher S=Student ---=wall X=cones o=hot spot b= recess ball H=hoop c=circle cone
Students enter gym and get to their spot on the floor

Instant Activity: Have the class walk over to the
baseline. Ss must maintain their personal space by
holding their arms out
(Have students check their personal space by twisting
their arms in place)
Ss will pick up a tennis ball and walk around the gym.
While walking, they must repeatedly bounce it and
catch it
Transition place tennis balls in the crate
Stop & Go signals (Ready, Go) (3,2,1 freeze)
Lesson Purpose:
Exploring the relationships of straight, curve & zig
zag (show images) Using dominant and non-dominant
hands
Practice Style
Task #1: Demonstration T reviews how to dribble,
using the proper Skill Cues.
Knees bent
Finger pads
Hand on top of ball
Forward-backward stance
Task #1: Dribble in self space
Transition: Get Ss stand near a circle cone forming a
circle around the activity area
REFLECTIONS
S
S
S
S
S
S
S
S
S
S
X
SSSSSSSSSS
T
X
-------------------------S S S S S
o o o o o
So
oT
o o
o
o
S S
S
S
------------------------bbbbbbb
Task #1
X
X
Activity Using a recess ball, Ss begin by dribbling in
SSSSSSSSSSSS
place
T
Dribbling with one hand
Dribbling with opposite hand
Walking around cone and dribbling

12-14:00
c
c
Teaching by invitation:
Once Ss show the T that they are consistent dribbling
with the recess ball, they can use a basketball
c
SSSS b
c
14-20:00
Extension #1
-try to dribble through the legs and behind the back
Extension #2
-walk around and dribble using the tennis ball
Modification: Ss can dribble and catch the ball
Motivational Objectives try to dribble ten times
consecutively with each hand!
Record progress/skill cues on an exit slip
Transition: Ss make their way back behind the
baseline, getting to a spot where they can see the T
20-25:00
Task #2: Informing/Demo Teacher- Next, Ss will
practice dribbling in different pathways
25-28:00
Transition: Ss will get to a pattern of cones of their

choice
Review/Check for understanding
What part of our hand do we use when dribbling?
What are we doing with our head when we are
dribbling?
(T & S demonstrate)
Task #2: Activity Practice Style & Command Style
Ss will work on dribbling through pathways. The Ss
will wait for the ready go signal to start dribbling.
SSS
c
c
b SSS
c
c
c
X
28-30:00
After 2-3 minutes depending on how Ss are

performing, they will rotate to another pathway.
Extension # 1
- Ss will dribble through pathways and keep their head
up
Extension #2
-Ss can try to dribble through the cones while going
through the legs and behind the back
---------------H
c
c c
S SSb
c
SSS
30-35:00
35-36:00
36-40:00
H
Modification: Ss can dribble and catch
Extension Down: Ss can dribble down and back on the
c b SSS
side line
c
Cognitive Challenge: Ss must keep their heads up for
c
a color shown by the teacher. Green cone = dribble w/
H
dominant hand Blue cone = non-dominant hand
Review skill cues
------------------------------Motivational Objective: Challenge Ss how many
consecutive dribbles they can get in 1 min!
Practice Style Game like Situations
Game- Jumpers All Around!
With each pathway set up at a different basket, Ss will
rotate around to each hoop dribbling through the
cones. Now, they will be allowed to shoot the ball
towards the basket. They will only be able to shoot it
once they surpass the pathway of cones completely.
The T will then count the amount of shots that are
made at each hoop. The big rule for the game - This
game will require TEAMWORK!
Transition: T and Ss help pick up hot spots, cones, and
other equipment that is out.
Technology: Before the closure, the students will
practice the Down Dog app. Ss will understand
the importance of stretching before & after any

physical activity!
X
Closure:
Cognitive Review the relationships of straight,
curved, and zig zagged. How can they be used?
Affective Did you boys and girls enjoy the jumpers
all around?! Exit Slip have Ss identify the different
pathways to dribble. Check off the correct skill cues
for shooting
Explain that you can practice by yourself at any
time of the day
Psychomotor Show the T how to dribble, and move
throughout a pathway
Review the lessons purpose again
Closing (Both Classes) Students line up by the door
X
SSSSSSSSS
T
Students Skill Cue

Using finger pads
Knees bent
Hand on Top of the ball
Head Up
Student Assessment Teacher Check List

Dribbling
Yes
No

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SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Colin Tullson

SCHOOL: Mary Walsh Elementary School

LESSON#: 4 of 5 FACILITIES: of gymnasium

CLASS SIZE: 10-12

UNIT/THEME: Dribbling & Stretch

GENERIC LEVEL: Pre-control/control

1. 4 medium cones 2. 15 hot spots 3. Images of skills 4. 14 recess balls

LESSON PLAN FORM

Students enter gym and get to their spot on the floor

Walking around cone and dribbling

Transition: Ss will get to a pattern of cones of their

After 2-3 minutes depending on how Ss are

the importance of stretching before & after any

Students Skill Cue

Hand on Top of the ball

Student Assessment Teacher Check List

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