Tennessee Wesleyan College

Lesson Plan (With P.E. Specific Additions)

Teachers Name: Caitlyn Casteel
Basketball Dribbling
Subject/Grade:
PE/ 4-5
2015

Lesson Title:

Rug Rats

Date:

September 2,

Class Period:
(circle one)

Observation:

__________________

Standard(s): Identify what you want to teach. Reference State, Common Core (if
applicable), ACT College Readiness Standards and/or State Competencies.

2.2.2 Identify and implement the concepts of offensive and defensive strategies in a controlled
game-like environment

Big Idea(s)/Essential Question(s): What question(s), big idea(s), and/or goals drive
your instruction?

To develop hand-dribbling and passing skills in a "steal" free environment and to give students practice in
implementing offensive and defensive strategies
Academic Language-- offense, defense, dribbling, passing, catching, possession,
basket, stealing
Conceptstrying to build up to the game of basketball
Skillseach student should know how to dribble, pass, and catch a basketball
Applicationsthis game helps with coordination and social skills by working together
Lesson Objective(s): Clear, specific, and measurable.
Offense: move to an open area/away from defensive person, to successfully catch or pass the ball
Defense: keep your body between the offense player and their goal (e.g. another person or the goal area)

Assessment/Evaluation: Formative: Student demonstration of current lesson

objective(s).
Summative: What evidence will you collect and how will it document student learning and
mastery of the lessons objective(s)? Formal/Informal: Statements made as to what type of
assessment you will use to gather student data.

Each student learned the difference between offense and defense and the different
concepts that go with each.
Instructional Strategies/Activities:

Coaching
Cues:

Set up as many game areas in your instructional space to safely accommodate small group games of
3-vs.-3 or 4-vs.-4. One team in each game should wear the pinnies. One person on each team is
designated the "basket". Using the cones, he or she should mark off a goal area in the opponent's end
area that is large enough for him/her to lunge step and reach out without passing over the boundaries.
One point is scored when your "basket" (a teammate who has at least one foot on the rug) receives a
pass. No one but the "basket" student may be in the goal area. After a point is scored, the "basket"
must throw the ball to the other team. The defense takes possession of the ball at the spot where it is
intercepted in flight, a pass is blocked and the defense recovers it, the ball is rolling/bouncing away
from the dribbler (a free ball), or the other team scores. Defensive players should work on using the
defensive strategies of guarding (but not contacting) offensive players, and keeping their body
between the offensive player with the ball and their goal (whether this be the goal area or another
player).

Materials and Resources:

Continuously
emphasize the
offensive and
defensive game
strategies with
students,
stopping a
game when
necessary to
make a point or
have one team
"model" a
strategy for the
other students.
Teams can be
rotated during
the game (for
example, teams
on "X" side
rotate one game
to the left to
face a new
opposing team).

Safety
Reminders
:
Although
falling,
contact, and
stealing the
ball have
been ruled
out,
students
may need
to be
reminded
about these
rules
(especially
in the
beginning)

10 cones or other markers per game area; 2 rug or carpet squares per game area;
Pinneys for 1/2 of the class; 1 slightly deflated 8 1/2" playground ball per game
area.

INSTRUCTION (STEP-BY-STEP PROCEDURES) PAGE 2

BEGINNING
Who likes to play basketball?
Activating Strategy:
Activity/Hook

Motivator/Jump Start

We are going to play basketball as rug

rats today!

Assessm
ent
Can
someone
show
everyone
how
to
properly
dribble,

Modifications and Strategies to

Diverse Learners

Recently
we
have
talked about skills
such
as
dribbling,
throwing,
and
catching. Today we
are going to add in
how to properly play

catch,
and
throw a
basketba
ll?

MIDDLE

STEP BY STEP
PROCEDURES SEQUENCE
DISCOVER/EXPLAIN DIRECT
INSTRUCTION
QUESTIONING/ENCOURAGES HIGHER
ORDER THINKING
GROUPING STRATEGIES
DIFFERENTIATED INSTRUCTIONAL
STRATEGIES FOR
INTERVENTION/EXTENSION

Modeling Content Expectations

( I do activities):
I will demonstrate how to
successfully throw, catch, and
dribble a basketball.
Guided Practice (We do):
We will all partner up and
practice throwing, catching,
and dribbling. A partner will
dribble and when the whistle is
blown they will throw the ball
to their partner who will catch
the ball and begin dribbling.
REPEAT
Independent Practice (You
do; may include Homework):

You will play rug rats

basketball dribbling, as you
work on catching, throwing,
and dribbling.

Asse
ssm
ent
After
the
game
begins
teamm
ates
should
pass,
dribble,
and
catch t
he ball
in
order
to
move
the ball
down
the
"court"
. The
offensi
ve
strateg
y of
moving
away
from
the
defensi
ve
players
in
order
to get
open
for a
pass
should
be
emphas
ized
throug
hout
the
game.
The
followi
ng
rules
also
apply:
There
is no
stealin
g of the
ball
while

Modifications
and Strategies
to Address the
Diverse
Learners

Level 1: the
basket
stays in one
spot
Level 2: the
basket
moves
between the
cones
Level 3: the
cones
are
moved
farther apart
than in level
2

defense and offense.

someo
ne is
dribbli
ng
and no
contact
during
play.
A
player
who
lands
on the
floor
loses
possess
ion of
the
ball.
There
is no
penalty
for
double
dribbli
ng.
There
is no
penalty
for
travelli
ng; if it
occurs,
the
defense
nicely
inform
s the
dribble
r that
he or
she is
travelli
ng, and
the
game
continu
es.

CLOSURE

Summarizing, Reminding, Reflecting, Restating, Connecting

Include a review of the Standards, include a formative or summative assessment and

provide an explanation of when students will receive feedback on the assessment. Assign a
written task (if applicable) for student reflection.

Who can tell me what it means to be on offense? Defense?

TEACHER REFLECTION/FUTURE MODIFICATIONS

Reflection on the Lesson Plan and Delivery to include: To what extent did the students learn
the concepts? What will be your next instructional steps? What did you learn about
yourself and your students concerning this lesson?
PE Central