Lesson Plan Template

Name: Demetrius Washington Date: 9/13/18 Lesson #: 1

Lesson/Unit Focus: Demonstrate Basic Dribbling Grade: 3rd Class Length: 30 Minutes Class Size: 20 Students

 STANDARDS/BENCHMARK/GLE’s:
Standard: Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement
patterns.
GLEs: 1.3-2.5 Dribble and maintain control while moving through space using the critical elements.

Standard: Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to
movement and performance.
GLEs: 2.3-1.1 Modify movement to meet the demands of a task.

Standard: Standard 4. The physically literate individual exhibits responsible personal and social behavior that respects self and
others.
GLEs: 4.3-1.1 Exhibits personal responsibility in teacher-directed physical activities.

 TEACHER OBJECTIVES
Cognitive: TTW remind the students of the skill cues while the students participate in the dribbling activities.
Affective: TTW will complement the students whenever they complement their peers throughout the lesson.
Psychomotor: TTW will walk around the entire play area throughout the lesson with his back to the wall while giving specific
feedback to the students while performing the tasks within the activities.

 LESSON OBJECTIVES: (TLW)

Cognitive: TLW be able to identify 3 of the 4 skill cues of basic dribbling by naming while demonstrating the skill of dribbling
by the end of the lesson.
Affective: TLW will compliment their peers and encourage them to keep up the good work with their dribbling.
Psychomotor: TLW be able to maintain their dribble after 7 bounces by the end of the lesson.

 ASSESSMENT/EVALUATION:
Cognitive: TTW will give the students a pre-test to see how much they know about dribbling before starting the unit.
Affective: TTW will ask the students about complimenting their classmates at the end of the lesson.
 Psychomotor: TTW assess the students at the end by getting them to demonstrate the skill ques as they name them out.

 INTEGRATION:
English – Getting to a certain poly spot and spelling out the word that is the closet to whatever spot they are standing in that’s taped to the
wall.
Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
GLEs: Recognize and observe differences between the conventions of spoken and written Standard English.

 EQUIPMENT/TEACHER MATERIALS:
Item: Amount:
Basketball 20+ One per students
Cones 10+
Poly Spots 20+
Nuddles 2+
Paper with words on it tapped to the wall. 10+
Whistle 1

 RESOURCES:
Children Moving: A Reflective Approach to Teaching Physical Education

 ACCOMODATIONS & MODIFICATIONS

Accommodations – Students who can’t participate in the following activities will help with keeping scores.
Modifications – If the students have a hard time dribbling with either hand, have the students to take only one dribble, catch the
ball, and dribble again. If the task is too easy for the advanced students, they can dribble between their legs and behind their back.

 LESSON PROCEDURES/ACTIVITIES:

Time Instant Activity/Task Organization Criteria to move on Skill/Teacher Cues

3 Instant Activity Instruction: Octopus Tag Play space is a basketball Once the students have Cues:
Minutes Can I get everybody to gather around me in 5, court with cones set on an increase in their 1. While using the
4, 3, 2, 1. Good job ladies and gents. I love the the outside for the play heart rates, the lesson locomotor
hustle. I’m going to start you guys off with a area boundaries. will move on the next movements, keep
fun activity. Can I get everybody to line up on activity. your eyes up to
the baseline carefully in 5, 4, 3, 2, 1. How the
 game is going to work is that you guys will keep from running
spread out into open space. Can I get two into people.
volunteers to start off as my taggers. The 2. Tag between the
starting taggers will have tagging noodles. The shoulders and the
people that are not taggers will have to get to waist.
move into open space without getting tagged Goal:
while performing a few of the locomotor 1. Taggers try to tag
movements. If you are tagged, you must stand as many people as
in the spot you were tagged and try to reach you can in 30
your arms out to tag the people who haven’t seconds.
been tagged yet. You may also pivot to try and 2. Non-taggers try not
tagged the people who haven’t been tagged. to get tagged in 30
Taggers remember to tag between the seconds.
shoulders and the waist area and try not to tag
too hard. Remember to keep your eyes up so
you want run into anybody. When the whistle
blows you may begin.
Transition: Blows the whistle. Can I get everybody to gather around me in 5, 4, 3, 2, 1.

Time Introduction/Set Induction & Organization Criteria to move on Skill/Teacher Cues

Behavior Focus
4 Introduction: Today we are going to be Everybody gathered Once my explanation is Cues:
Min working on our dribbling. But first I’m going around me at half court. complete and the 1. Heads up while
to start you guys off with a pre-test. Don’t be students acknowledge dribbling.
scared because this is not for a grade. I just their understanding of 2. Knees slightly bent
want to see how much you know about my expectations. 3. Push basketball
dribbling a basketball. I will pass out a pen and with pads of the
a quiz to the students to complete. Once the fingers.
students complete the quiz, I will give the full 4. Dribble at a waist
instruction of the activity. So I already told you level.
guys that we are going to be working on
dribbling. We are going to work on our Goal: Maintain the dribble
stationary dribbling and our dribbling while by bouncing the ball at
moving. I will demonstrate for the first activity. least 10 times. If that’s too
Once I’m done with the demonstration, I will easy, double the amount
have everybody get toe to toe with a partner. from 10 to 20.
Can the taller partner go grab a ball and find a
poly spot. And can I get everybody else to go
 grab a ball and return to a poly spot. Once you
make it to your poly-spot you may begin.

Skill Focus: Dribbling

Behavior Focus – The students will be gathered

around me with no equipment listening to me
as I explain the activity they will participate in.
Transition: Once everybody is at their poly-spot they will begin dribbling.

Time Task/Skill Organization Criteria to move on Skill/Teacher Cues

3 Min Task: Stationary Dribbling with the Play space is a basketball Once most of the Cues:
dominant and none dominant hand. court with cones set on the students are dribbling 1. Heads up while
outside for the play area the ball while getting 7 dribbling.
Extension: boundaries. bounces without losing 2. Knees slightly bent
If the students are having a hard time the ball. 3. Push basketball
keeping their dribbles, they will take with pads of the
between one and four dribbles, catch the fingers.
ball, and continue the process. If the task is 4. Dribble at a waist
too easy, try dribbling with the non- level.
dominant hand through-out the activity. Or
the students can dribble around the poly- Goal:
spots they are stand on. Or the students can See how many times you
dribble between their legs. can bounce the ball while
dribbling it before you lose
Refinement: control of it.
Reinforcing skill cues throughout the task, if
necessary, bring student to the side for one
on one instructions.
Transition: I will blow my whistle and have everybody meet me at center court with their balls to demonstrate dribbling while moving to
another poly spot. I want you to return to your poly-spots in 5, 4, 3, 3, 1. You may begin.

Time Task/Skill Organization Criteria to move on Skill/Teacher Cues

3 Min Task: Dribbling while walking from one Play space is a basketball Once most of the Cues:
poly-spot to another one. Once the students court with cones set on the students have made it to 1. Heads up while
make it to that poly spot, they will look up outside for the play area 8 or more poly spots. dribbling.
at a poster on the wall and spell what ever boundaries. 2. Knees Slightly Bent
word they are the closest to. Remember to
 keep your eyes up so you don’t run into 3. Push basketball
anybody. Two people can be on one poly- with pads of the
spot at the same time. If your ball gets away fingers.
from you, I want you to carefully walk 4. Dribble at a waist
between and around your class mates to level.
retrieve it. If one of your classmate’s ball
come near you, I want you to stop, get their Goal:
ball for them and hand it to them. And See how many poly spots
when you get your ball back, tell your class you can get to while
mate thank you. dribbling the ball without
losing it.

Extension:
If the students are having a hard time
controlling the ball, they can take one
dribble, catch the ball and dribble again. If
the task is too easy for the student, they can
dribble with their non-dominant hand. Or
dribble between their legs.

Refinement:
Reinforcing skill cues throughout the task, if
necessary, bring student to the side for one
on one instructions.
Transition: I will blow my whistle and tell everybody to carefully gather around me in 5, 4, 3, 2, 1.

Time Culminating Activity Organization Criteria to move on Skill/Teacher Cues

5 Activity Instruction: Play space is a basketball Once the 5 minutes are Cues:
Minutes We are going to play another tag game but court with cones set on the up. 1. Heads up while
this time it’s going to involve dribbling. The outside for the play area dribbling.
goal is for you guys to dribble throughout boundaries. 2. Knees Slightly Bent
the open space without getting tagged. If 3. Non-dribbling arm
you are tagged, you must stay in the spot up to protect the
you were tagged in and become a tagger ball.
while dribbling. Once everybody has been 4. Push basketball
tagged, we will play again. Can I get two with pads of the
people to start off as my taggers? fingers.
Remember to keep your eyes up so you
 don’t run into anybody. Taggers remember 5. Dribble at waist
not to tag too hard and we are tagging level.
between the shoulders and the waist.
Demonstrate. Goal:
1. The goal is for you
Purpose/skill used: The purpose is for the to be the last one to
students to know how to maintain their get tagged.
dribble while moving.

Transition: Can I get everybody that’s on this side of me to pick up a poly spot that’s near you and take the ball and the poly-spot to the spot
you got them from carefully/. And can I get everybody to do the same thing. I need everybody back in front of me in 10, 9, 8, 7, 6, 5, 4, 3, 2, 1.

Time Closure: Organization Criteria to move on Skill/Teacher Cues

2 Check for understanding: Students will be gathered Once the students have Review: See “check for
Minutes What did we work on today. The two types around me at mid court demonstrated and understanding”
of dribbling we worked on was stationary with their equipment named the skills
and dribbling while moving. Can anybody down and eyes on me. required for dribbling.
name me one of the skill cues for dribbling?
Can anybody name another dribbling skill
cue? Can anybody name me another skill
que for dribbling? What did I have you do
with your class-mates as you dribbled
around them. Give them a compliment. We
should always compliment and say
something good to our class-mates. Good-
job today everybody, I will see you again on
Thursday.

Assessment:
 Cognitive: Name the skill cues while
performing them.
 Psychomotor: Demonstrate the skill
cues.
 Affective: Ask the students “What
should we always do with our
classmates during class” the answer
will be to say something good to them
while they do the activity.
POST LESSON REFLECTION: What were the most successful components of this lesson?
Why were they successful?
What needs improvement in the lesson?
How can you improve the identified areas?
What do students need more work with?
Did I reach my lesson objective, why or why not?