Lesson Plan Template

Name: Demetrius Washington Date: 10/3/18 Lesson #: 6

Lesson/Unit Focus: Dribbling against an Grade: 3rd Class Length: 30 Minutes Class Size: 20
opponent(s): Stationary Defenders/ Dribbling

 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: 2.3-2.1 Describe the critical elements of the manipulative skills and activity-specific skills

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 show personal and social responsibility 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 5 skill cues of basic dribbling by naming while demonstrating the skill of dribbling
by the end of the lesson.
Affective: TLW will work cooperatively with their peers and encourage them to keep up the good work with their dribbling
throughout the lesson.
Psychomotor: TLW will be able to maintain possession of the ball more than 50% of the time while preforming at least half the
skill ques against stationary defense by the end of the lesson.

 ASSESSMENT/EVALUATION:
 Cognitive: TTW will assess the students at the end of the lesson by giving them a work sheet to see how much the students
learned from the lesson.
Affective: The teacher will have the students to write something good about one of their classmates on the back of the
worksheet at the end of the class.
Psychomotor: TTW assess the students at the end by getting them to demonstrate the skill ques as they name them out.

 INTEGRATION:
Standard 10: Exchange and Trade
3.10.1 Differentiate between imports and exports of goods in Louisiana

 EQUIPMENT/TEACHER MATERIALS:
Item: Amount:
Basketball/Playground Balls 20+
Cones 4 – 10
Hola-Hoops 10+
Noodles 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.
If he task is too hard the play area will be expanded. If the task is too easy, the play area will become smaller.

 LESSON PROCEDURES/ACTIVITIES:

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

5 Instant Activity Instruction: Today we’re going Play space is a basketball Once the students have Cues:
Min to continue working on our dribbling, but it’s court with cones set on the an increase in their 1. Heads up while
going to be a little different. We’re going to outside for the play area heart rates, the lesson dribbling.
dribble throughout the play area against a boundaries. will move on the next 2. Knees Slightly Bent
defense that can’t move. The first activity is activity.
 going to involve Hola-hoops as the defenders. 3. Non-dribbling arm
You will dribble throughout the play area and up to protect the
avoid stepping on and in the hola-hoops. First, ball.
I’m going to demonstrate so you guys can see 4. Push basketball
what I’m going to be looking for. (I’m going to with pads of the
demonstrate while reminding the students of fingers.
the skill ques.) We’re going to start off easy and 5. Dribble at waist
get harder as we continue the lesson. When I level.
say go, I need this side of me to go and grab a 6. Ball, Body, Defense
ball and when you return you may begin (Keep your body
dribbling around the play area with the hand between the ball
you right with trying to avoid the hola-hoops. and your defense.)

Goal:
See how many hola-hoops
you can get to and dribble
around without losing the
basketball in 30 seconds.

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
Introduction: Today we’re going to continue The students will be Once my explanation is Cues:
working on our dribbling, but it’s going to be a gathered around me at complete and the Offense
little different. We’re going to dribble center court with their students acknowledge 1. Heads up while
throughout the play area against a defense that equipment on the floor. their understanding of dribbling.
can’t move. The first activity is going to involve my expectations. 2. Knees Slightly Bent
defenders standing in a hola-hoop with both 3. Non-dribbling arm
feet. You will dribble throughout the play area up to protect the
and avoid getting your balls knocked out but ball.
the defenders in the hola-hoops. First, I’m 4. Push basketball
going to demonstrate so you guys can see what with pads of the
I’m going to be looking for. (I’m going to fingers.
demonstrate while reminding the students of 5. Dribble at waist
the skill ques.) We’re going to start off easy and level.
get harder as we continue the lesson. When I 6. Ball, Body, Defense
say go, I need this side of me to go and grab a (Keep your body
 ball and when you return you may begin between the ball and
dribbling around the play area with the hand your defense.)
you right with trying to avoid the hola-hoops.
Goal: See how many Hola-
Skill Focus: Ball, Body, Defense hoops you can get to and
dribble around without
Behavior Focus: The students will be gathered losing the basketball in 30
around me with no equipment listening to me seconds.
as I explain the activity they will participate in.
Defenders – knock out as
many balls as you can
Transition: Once everybody grabs a ball and get to a poly-spot they will begin the task. I will count down 10, 9, 8, 7, 6, 5, 4, 3, 2, 1 for
everybody to get a ball and start the activity.

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

Task: The task will be somewhat similar Play space is a basketball Whenever 75% of the Cues:
than the last, except for this task, there will court with poly-spots students can maintain Offense
be a defender standing in a hola-hoop with scattered out with cones possession of the ball 1. Heads up while
both feet. The dribblers will dribble set on the outside for the while performing the dribbling.
throughout the play while trying to avoid play area boundaries. skill ques and avoid 2. Knees Slightly Bent
getting their balls knocked out of their stepping on the poly 3. Non-dribbling arm
hands by the defenders on the hola-hoop. (I spots. up to protect the
will demonstrate what the task is going to ball.
look like while I remind the students of the 4. Push basketball
skill ques.) with pads of the
fingers.
Extension: If the students are having a hard 5. Dribble at waist
time keeping their dribbles, they will take level.
between one and five dribbles, catch the 6. Ball, Body, Defense
ball, and continue the process. If the task is (Keep your body
too easy, try dribbling with the non- between the ball
dominant hand through-out the activity. Or and your defense.)
the students can dribble between their legs.
Defense - knock out as
Refinement: Reinforcing skill cues many balls as you can
throughout the task, if necessary, bring
student to the side for one on one Goal: See how many Hola-
instructions. Correct the class if half the hoops you can get to and
 students are having a hard time with the dribble around without
task. losing the basketball.

Transition: I will blow my whistle and tell everybody to carefully gather around me in 5, 4, 3, 2, 1 and have everybody to put their
equipment down.

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

Task: The task will be somewhat similar to Play space is a basketball Whenever 75% of the Cues:
the last, except for this task, there will be a court with poly-spots students can maintain Offense
defender standing in a hola-hoop with one- scattered out with cones possession of the ball 1. Heads up while
foot. The dribblers will dribble throughout set on the outside for the while performing the dribbling.
the play while trying to avoid getting their play area boundaries. skill ques and avoid 2. Knees Slightly Bent
balls knocked out of their hands by the getting their balls 3. Non-dribbling arm
defenders on the hola-hoop. (I will knocked out by the up to protect the
demonstrate what the task is going to look defenders on the poly- ball.
like while I remind the students of the skill spots. 4. Push basketball
ques.) with pads of the
fingers.
Extension: If the students are having a hard 5. Dribble at waist
time keeping their dribbles, they will take level.
between one and five dribbles, catch the 6. Ball, Body, Defense
ball, and continue the process. If the task is (Keep your body
too easy, try dribbling with the non- between the ball
dominant hand through-out the activity. Or and your defense.)
the students can dribble between their legs.
Goal: See how many Hola-
Refinement: Reinforcing skill cues hoops you can get to and
throughout the task, if necessary, bring dribble around without
student to the side for one on one losing the basketball.
instructions. Correct the class if half the
students are having a hard time with the Defense - knock out as
task. many balls as you can

Transition: I will blow my whistle and have everybody to gather around me in 5, 4, 3, 2, 1, and have the students to place their balls in
between their legs.

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

 Activity Instruction: This activity is going to Play space is a basketball Once the culminating Cues:
be like the last activity. Except for this court with cones set on the activity time is up. Offense
activity, the dribblers will start from the outside for the play area 1. Heads up while
baseline and try to dribble to the other end boundaries. dribbling.
without having your balls knocked out by 2. Knees Slightly Bent
the defenders standing in the hola-hoop. 3. Non-dribbling arm
Half of the students will be defenders and up to protect the
half of the students will be dribblers. ball.
4. Push basketball
Purpose/skill used: The purpose is for the with pads of the
students to know how to maintain their fingers.
dribble while moving against a stationary 5. Dribble at waist
defense. level.
6. Ball, Body, Defense
(Keep your body
between the ball
and your defense.)
Defense
1. Keep one foot in the
hola-hoop
2. Don’t contact the
dribblers
3. Try to knock the
balls out.
Goal:
Offense
1. Get from one end to
the other one
without having the
ball knocked out by
the defenders in the
hula hoop.
Defense
1. Knock out as many
balls as you can.
Transition: I will blow my whistle and have the kids to gather all the equipment and put it up and tell them to return to me to fill out an exit
slip.
Time Closure: Organization Criteria to move on Skill/Teacher Cues
Check for understanding: What did we Students will be gathered Once the students have Review: See “check for
work on today? We worked on our around me at mid court demonstrated and understanding”
dribbling against a stationary defense. with no equipment. named the skills
When dribbling, where should our bodies required from the
be? Between the ball and the defense. Can activities in the lesson.
we run through the skill ques right quick?
Heads up, knees slightly bent, other arm up,
push balls with finger pads, and dribble at
waist-high.
Assessment:
 Cognitive: TSW will do a worksheet
to test how much knowledge they
gained from the lesson.
 Psychomotor: TSW will demonstrate
the skill ques while naming them out.
 Affective: “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?