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Tiger Pride 2015 Department of Health, Exercise and Sport Sciences Teacher: Casey Fleming Background Information Date:

Tiger Pride 2015

Department of Health, Exercise and Sport Sciences

Teacher: Casey Fleming Background Information Date: March 16 nd , 2015 School: Cleveland Elementary Grade Level:
Teacher: Casey Fleming
Background Information
Date: March 16 nd , 2015
School: Cleveland Elementary
Grade Level: 4 th grade
Lesson Focus: Basketball dribbling
# of students: 20 students
Equipment and Facilities: For this lesson, the teacher
will need access to 10 basketballs (1 for every 2
students), 10 jerseys(2 colors), and 10 poly spots, 10
cones and an open flat area.
Safety Considerations: Students will be advised to
keep their heads up and be aware of their surroundings
when in limited space. Students will be told to not
throw the equipment in an inappropriate manner. The
teacher will make sure that there is adequate personal
space for each student during the activities.

Lesson Specifics

Behavioral Contingencies: Students will be expected

Previously Learned Skills: Students have already a

to actively participate during the lesson. If students

unit on cooperative learning, and a 2 week football

are misbehaving, a 2 strike rule will be

unit, and a unit on Frisbee.

implemented. The first strike being that the student

will be pulled to the side and verbally warned about

the misbehavior and sit out for that activity.

The final

warning, students will be pulled from all. When the

 

teacher is talking, the students will place all equipment

on the ground and their hands on their head. Students

will be removed from activity if the equipment is used

inappropriately.

Teaching Strategy: In this lesson, the students will be paired into small groups at random. Peer
Teaching Strategy: In this lesson, the students will be
paired into small groups at random. Peer and teacher
demonstrations will be used, with a lot of practice
Academic Language: The primary academic language
being addressed will be the cues of the skill. The cues
of the skill for dribbling will be: eyes, fingertips, arm,
and knees

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Psychomotor (P): Students will be able to dribble a ball with the correct cues 7 out of 10

times

Cognitive (C): Students will be able to say the cues of the skill with 100 percent accuracy

Student

Affective (A): Students will show enjoyment through cheering and high-fives during activity

Objectives:

H-R Fitness (H): Students will be engaged in moderate to vigorous physical activity at least

50 percent of the time.

CALIFORNIA PHYSICAL EDUCATION MODEL CONTENT STANDARDS:

I. Demonstrate the motor skills and movement patterns needed to perform a variety of physical

activities. II. Demonstrate knowledge of movement concepts, principles and strategies that apply to the learning and performance of physical activities. III. Assess and maintain a level of physical fitness to improve health and performance. IV. Demonstrate knowledge of physical fitness concepts, principles and strategies to improve health and performance. V. Demonstrate and utilize knowledge of psychological and sociological concepts, principles and strategies that apply to the learning and performance of physical activity.

NASPE PHYSICAL EDUCATION CONTENT STANDARDS– a physically literate person:

  • 1. Demonstrates competency in motor skills and movement patterns needed to perform 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 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. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction.

Describe the pre-class arrangement Students will come to the blacktop and put their backpacks by the fence near the basketball courts and will sit down at home-base, which will be designated as the basketball court line

Teacher: The teacher will stand on the court facing the students

Students: the students will put their backpacks against the fence and take a seat at homebase on the line

Equipment: the poly spots and jerseys will be pre placed on the court.

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Diagram the pre-class arrangement =Cones =Poly spot
Diagram the pre-class arrangement
=Cones
=Poly spot
Tiger Pride 2015 H ome Base
Tiger Pride 2015
H ome Base
Time Content Development Management (Illustration of formations) Diagram Instant Activity a) Goal Orientation for each task
Time
Content Development
Management
(Illustration of
formations)
Diagram Instant
Activity
a) Goal Orientation for each
task
3
min
Instant Activity:
Today we will start with a game of Simon
says as a dynamic warm up.
=Students
=Teacher
2
min
Set Induction:
Start/Stop Signals:
Can anyone tell me what basketball
tournament is coming up in the next
week?
Today we are going to focus on basketball
dribbling and having control of the ball
while you are moving.
When dibbling a ball here are the cues:
Ready Go
Freeze
Grouping Strategies:
NASPE: Standard 1, Standard 2
Standard 4
CalPE: Standard I Standard II
Standard III
The goal of this activity is to
practice various Locomotor
skills as well as defensive
basketball skills.
Goal of this is task is to give the
students some understanding of
the skills needed for todays
lesson and set the mood for the
lesson
pass out jerseys and
have them pick a
teammate of the
opposite color
Eyes: keep your eyes up looking where
you want to go
Finger Pads: use the tips of your fingers to
dribble the ball
Arm: off arm out in front protecting
Knees: Keep your knees bent
Purpose:
It is important to learn how to dribble
properly. If you walk with the ball it is

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Time Content Development Management (Illustration of a) Goal Orientation for each task formations) 2 min called
Time
Content Development
Management
(Illustration of
a) Goal Orientation for each
task
formations)
2 min
called traveling and the ball will turn over
to the other team.
Transition: The students will move to the
poly spots from home base. The ones
wearing red will line up first then the ones
wearing blue.
Lesson Core – Walking dribbling:
N/A
N/A
20 min
Diagram Task 1
Students will be in groups of two. One
student will practice dribbling for 30
seconds then they will switch. After a few
rounds, students will then have to walk
with the ball to the cone and back.
Students will take turns according to
teachers command. The students will
practice moving at slow, moderate and fast
speeds, dribbling with one hand and
alternating hands.
NASPE: Standard 1, Standard 2
CalPE: Standard I Standard II
Standard III
The goal of this activity is to
practice basketball-dribbling
skills while moving in different
directions.
Teaching Cues for Task 1:
Eyes: keep your eyes up
looking where you want to go
Demonstration Plan:
Finger Pads: use the tips of your
fingers to dribble the ball
Teacher demo to begin, then Pinpoint a
student at every new activity.
Arm: off arm out in front
protecting
Knees: Keep your knees bent
Questions to Check Understanding
Where do you want to look when you
dribble? Up
Can you dribble with 2 hands? No you can
only alternate hands.
Common Errors Task 1:
=Cones
=Poly spot
1 min
Transition: Students will grab equipment
and return to homebase.
N/A
1. Students looking at the ball
when they dribble
2. Using the palms of their
hands not their finger tips
N/A
2 min
CLOSURE:
The Closure
N/A
Review: We had a lot of practice today
with dribbling the ball. Can someone tell
me the cues of the skill for dribbling?
Eyes, Finger pad, Arm, Knees Should you
dribble with 2 hands? No only with one.
Tomorrow you will be practicing passing
with Reggie.
=Students
=Teacher
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References Used:

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