Lesson Plan Title: Dribbling in Basketball

Date: November 7, 2017

Subject: Physical Education Grade: 4
Topic: Dribbling Essential Question: What is dribbling and where do you
see dribbling used?

Estimated duration of lesson: 45 minutes

Materials:
- 25 basketballs (one for teacher)
- 30 Pylons/cones
- 6 hoola hoops
- Whistle (stop and listen method)
- Youtube video “Stephen Curry-Ball Handling Moves 2015
- Smart board/Laptop

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
Psychomotor: Students will know how to dribble a ball continuously using both left and right hand while
stationary and while moving in multiple patterns.
Affective: Students will learn how to support each other in team activities
Cognitive: Students will be able to list the proper cues for an athletic stance and be able to list the part of the
hand used for dribbling.

Broad Areas of Learning:

Building a Sense of Self, Community, and Place: While working independently students will learn what best
works for them while dribbling and can communicate their strategies to help their teammates succeed in the
relay race.

Cross-Curricular Competencies:
Developing thinking: Students will develop strategies for ball control while dribbling, and will have to think
critically while performing a number of different dribbling tasks. Students will also develop their thinking by
multitasking by dribbling while moving (walking/jogging).

Developing Literacies: This lesson will develop the student’s physical literacy by working towards competency
in an athletic stance which will transfer to a wide variety of physical activities an promote physical activity life-
long

Outcome(s):
Outcome: PE4.6- Explore, express, and apply, with guidance, a variety of ways to skillfully move objects
while participating in movement activities, including at a:

o utilization level of skill when:

o hand dribbling
o foot dribbling
o striking objects with hands and/or short-handled implements (racquets and paddles)
 o control level of skill when:
ovolleying (to send an object in the air before it comes to rest)
ostriking objects with long-handled implements (bats, golf clubs, hockey sticks)
o progressing-towards-control level of skill when:
o punting

Outcome: PE4.8- Refine the application of movement variables, movement concepts, and performance cues to
improve personal performance and to provide feedback to others.

PGP Goals:
2.2 Proficiency in Language of instruction
2.4 ability to use technologies readily, strategically, and appropriately

Safety consideration:
- All jewelry is taken off
- All students have shoes, barefoot not acceptable
- Playing surface and surrounding area is clean and free of obstacles.
- Protective mats are on end walls
- On-site supervision
- Basketballs have sufficient air in them
- Students work to their capabilities
- No Gum

Management Strategies:
- Basketballs will be handed out to students
- Students form 2 lines for handing out basketballs one in front of each teacher(2)
- Make sure when students work in general space that there is enough room in between each of them
- Students will face teacher when instructions are given
- Whistle is used for a signal to stop and listen
- Teacher will form groups by numbering students
- Basketballs will be returned by students in original lines one line at a time

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.

Observation:
- Are students using their finger pads to dribble the ball?
- Are students in an athletic stance: knees bent, feet shoulder width apart, back straight
- Do students have control of the ball: ball at waist height, ball kept near to body, hand is not slapping
the ball

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.

Hand out paper and ask students to write their name and the part of the hand that is used to dribble the ball
Have a picture of a “bad athletic stance” and ask students to identify and write two things wrong with the
stance.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

Before heading to the gymnasium play Youtube video “Stephen Curry-Ball Handling Moves 2015-2016
Tell students to watch #30 and the dribbling moves he does.
Have a discussion on what students observed in the video and what they particularly liked about it.

Main Procedures/Strategies:

Skill or Concept Learning Activities Teaching and Observation Points Time

While giving instruction: - Hive five someone to get them
Students line up on back in game 5-7
Warm-up Game: High baseline of the basketball - Everyone is “it” Minutes
Five Tag court
teacher facing students
Boundaries for game:
basketball court lines

Students work - Finger pads

Learning the part of the individually along 3-point - Do not use your palm
hand that is used to line - Do not use your finger tips
dribble the ball Teacher demonstrates 2
facing students minutes
Students demonstrate by
pointing that they know
where their finger pads
are located

Students work - Feet shoulder width apart

individually along 3-point - Bend knees (like your about to
Learning an athletic line sit down)
stance Teacher demonstrates - Non-dominate foot slightly 2
“The basketball player facing students forward minutes
stance” Students will perform an - Weight on balls of feet
athletic stance - Straight back
Teacher observes and - Hands out in front of you
gives feedback
Students work - Finger pads
individually in general - Ball touches top of ball
Dribble the ball with space - Knees Bent 2
both hands Teacher demonstrates - Back straight minutes
Students perform 20x

Students work - Finger pads

individually in general - Have control 5
space minutes
Dribble ball with one Teacher demonstrates - Ball comes between knee and
hand Students count dribbles waist height
without losing control
Right hand= 2 min
Left hand =2 min

Students work - Athletic stance

Crossover Dribble individually in general - Finger pads
space - Control the ball 3
Teacher demonstrates minutes
Students count how
many crossovers without
losing control
Students work - Finger pads
individually in general - Control
space - Head up
Dribble and Walk Teacher demonstrates - Bend knees
Students count how 5
many dribbles while minutes
walking and without
losing control
Right hand 2 minutes
Left hand 2 minutes
Students line up on - Athletic stance
basketball baseline - Finger pads
Stagger students to have - Control
more space 5
Teacher will demonstrate minutes
Red light, Green Light Green light: walk and
Game dribble
Red light: stop and
maintain dribble
Right hand 2x
Left hand 2x

Students will be split into - Finger pads

3 groups (8 in each) - Bounce between knee and waist
Teacher will number height
Zig-Zag Pattern students into groups - Knees bent
Teacher will demonstrate - Back straight 5
Right hand 2x minutes
Left hand 2x

Students will be split into - Not about speed

6 groups (4 in each) - Control
Relay Race Relay races consists of zig - Finger pads 5
zag, crossover, left hand - Athletic stance Minutes
dribbling - Cheer your teammates on!!!!!
Teacher will demonstrate
 Students will complete
relay 1x-2x times

Adaptations/Differentiation:
- Use a volleyball  easier to bounce not as heavy
- Students who are struggling with one hand dribbling can use two hands
- For advanced students allow them to work ahead
- Challenge advance students by trying to keep their head up while dribbling

Closing of lesson:

- review what part of the hand is used to dribble a ball

- review what an athletic stance looks like

Personal Reflection: My dribbling lesson went well but could use improvements for the next time I teach the
lesson. It went well as I was able to model the proper techniques and improper ways of an athletic stance and
dribbling a ball. Allowing to students to see improper techniques helped them understand what not to do. I was
able to recognize and stop the class to re explain dribbling movements as a lot of students were slapping the
ball. I also, walked around constantly and gave positive feedback to the students. Where this lesson could
improve was my class management as I tended to talk over students instead of waiting for their attention. I
could have also been more aware of when to switch to the next activity instead of relying on my lesson plan
timing. Students succeeded in some activities more quickly than expected and I should have moved on to the
next activity and allowed for more time in activities where students needed extra practice.

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)