UTEP PETE Learning Experience Template

University of Texas at El Paso

Kinesiology Physical Education Teacher Education TED

4698: Student Teaching All Levels

Learning Experience Plan

Teachers: Jonathan Perez Date: 2-25-18
rd
Grade Level: 3 / Kinder Time: 2:30 – 3:15 / 1:00 – 1:45
Activities: Basketball Number of Students: 38
(dribbling)
Equipment: Basketballs, volleyballs, bowling pins, cones
Equipment provided by me: none
Facility: AOY Elementary School

OBJECTIVES (2-3 per domain):

Psychomotor:
1. Students will be able to dribble a basketball in a stationary position, while
applying proper dribbling techniques.
2. Students will be able to dribble a basketball while moving, while applying
proper dribbling techniques.

Cognitive:
1. Students must remember to keep their hand on top of the ball at all times
and use one hand at a time
2. Students must remain in a low and balanced position to maintain control of
the ball.
3. Students will understand flexion and extension in basketball.

Affective:
1. If students feel the ball touch their palm, they are using their hands
incorrectly. Students must use their fingers for better control of the ball.
2. If students’ dribble goes above their waist, they will feel the ball getting out
of control.

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TEKS:
Kinder:
(b) knowledge and skills (5A) use equipment and space properly;
(b) knowledge and skills (1F) demonstrate a variety of relationships such as over,
under, behind, next to, through, right, left, up, down, forward, backward, and in
front of;

3rd:
(b) knowledge and skills (1A) travel in forward, sideways, and backwards and
change direction quickly and safely in dynamic situations;
(b) knowledge and skills (2B) know that practice, attention, and effort are
required to improve skills;

National Standards:

S1. E6. Combinations

S1. E7. Balance
S1. E17. Manipulative. Dribbling and/or ball control with hands

DIAGRAM AND PRE-CLASS ARRANGEMENT (include specifics):

Warm up: Students will spread out within the basketball court and follow the exercises I
perform.

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Skill Building

At my signal, students will pick up the ball and perform warm up drills at a stationary
position with the ball, which will include: ball slaps, ball tips, wrapping the ball around the
body, and a figure-8 drill.

Students will then practice proper dribbling technique with the ball by using their
dominant hand, followed by their non-dominant hand, and finally interchanging hands.

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Skill Application
Students will be placed into two teams. one team will have to pick up the bowling pins
and cones with their non-dribbling hand, while the other team dribbles around the
boundary lines. When I signal to switch, the team on the outside will enter the playing
area and begin to tip the bowling pins over with their non-dribbling hand.

Students will first dribble with their dominant hand, followed by their non-dominant hand.

Lesson Plan Content

Time Content Development Management 1. Task Analysis

and Safety; 2. Teaching
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includes cues/Refinement
Transitions
2:30 – SET Induction/HOOK START SIGNAL:
2:33 State something to start lesson One Whistle
with to get students hooked into
what they are about to do.
Attention Getter: STOP SIGNALS
Good afternoon class! We are Two Whistles
one week away from March
Madness! March Madness is a
basketball tournament that starts
in march and I am looking for
players so we can enter the
tournament. Now, let us practice
our basketball skills, so we can
be ready for March Madness Transition 1:
and beat UTEP. I will call out one CUES:
class at a time to Follow what the coach
find a spot on the does
court and sit down.
ORIENTATION Refinement:
Dribbling a basketball with Perform each exercise
proper technique and control. properly, together, and
Flexion and extension of the keep your hands to
elbow while dribbling. SAFETY: yourself.
Students will stand
WARM-UP(includes up, extend their
purpose) arms and turn
2:33 – around once to CUES:
2:38 Students will spread out within Feet shoulder width
make sure they
the basketball court and follow don’t hit anyone apart
the exercises I perform. while doing the
(jumping jacks, high knees, exercises. Squat
hopping, balancing)
Hand on top of ball at
Transition 2: all times
Students will be
called out by class
to go get a ball, Only one hand on the
return to their spots ball
and place the ball in
LESSON FOCUS/SKILL between their feet. Use finger pads to
dribble
2:38 – BUILDING ACTIVITY
Safety:
2:48 Students will grab a basketball Stay in one place. Keep eyes up
class by class and go back to Keep balls in
their spots where they warmed- between both feet
up and place the balls in before the activity.
between their feet. Be aware of Refinement:
surroundings. Do not touch the ball
At my signal, students will pick with two hands at the
up the ball and perform warm up Modifications: same time.
drills at a stationary position with Students can use a
bigger, lighter, or Stay in one place.
the ball, which will include: ball
bouncier ball.
slaps, ball tips, wrapping the ball
around the body, and a figure-8 Push down towards
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drill. the ground.

Students will then practice Flexion of the elbow is

proper dribbling technique with when the ball comes
the ball by using their dominant up close to your body.
hand, followed by their non- Extension of the elbow
dominant hand, and finally is when you are
interchanging hands. pushing the ball
towards the ground
and your arm is
stretched out.

DIFFERENTIATION
Playground balls bounce
more, so I will let them use
the bigger, bouncier ball.

TASK ANALYSIS:
STUDENT EXPECTATIONS: Ball control
Some students might have Use of fingers
trouble keeping their eyes up Balanced stance
while, dribbling, so once they Eyes looking ahead
can properly control the ball,
then we can focus on keeping
their eyes up.

Psychomotor:
Students will slightly bend their
knees in a squat position, and
dribble the ball by using their finger
pads.

Cognitive:
Students must remember to keep
their hand on top of the ball at all
times and use one hand at a time.

Affective:
If students feel the ball touch their
palm, they are using their hands
incorrectly. Students must use their
fingers for better control of the ball.

Time Content Development Management 1. Task Analysis

2. Teaching
Cues/Refinement
SKILL APPLICATION Transition 3: CUES:
ACTIVITY Students will be Hand on top of ball at all
split up by class times
2:50 Students will be placed into
and form 4 lines.
– two teams. one team will Two lines will
3:05 have to pick up the bowling make A, the other Only one hand on the ball
pins and cones with their two lines will be
non-dribbling hand, while team B. Use finger pads to dribble

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the other team dribbles

around the boundary lines. Keep eyes up
When I signal to switch, the
team on the outside will Refinement:
enter the playing area and While one team is in the
begin to tip the bowling pins activity area, the other
over with their non-dribbling SAFETY: team will be dribbling
hand. Students will keep around the perimeter of the
the balls in activity.
Students will first dribble between their feet
with their dominant hand, and stay still
Students must keep one
followed by their non- where they are at.
hand on the ball maintain
dominant hand. the dribble, while the other
hand is picking up or
tipping over the bowling
DIFFERENTIATION pin/cone.
If students are struggling Modifications:
to move while dribbling, Some students Flexion of the elbow is
they can jog/skip in place can use a bigger when the ball comes up
or bouncier ball.
and dribble. close to your body.
Students can also
pick up the ball if
they cannot keep Extension of the elbow is
STUDENT EXPECTATIONS: their dribble while when you are pushing the
Students will look down attempting to pick ball towards the ground
while dribbling and stop up or tip the and your arm is stretched
their dribble when picking bowling pins or out.
up or tipping over the cones over.
bowling pins/cones.

Psychomotor:
Students will practice keeping TASK ANALYSIS:
one hand on the ball at all Eyes on target and not the
times, while doing another ball
action with their non-dribbling Control of the ball
hand. Balanced stance
Use of finger pads
Cognitive:
Students must remain in a low
and balanced position to
maintain control of the ball.

Affective:
If students use their palm or
are too high, they will feel the
ball getting out of control.

3:05 – Debrief/Closing/Cool
3:10 Down (what, so what,
now what):
Psychomotor
What does a good dribbler do
with their body?

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Cognitive: Transition 4:
What can’t you do when One class at a
dribbling? What are the time, students will
violations called and how do return the balls to
you know when you do one? the ball rack and
What is flexion? What is line up in their own
extension? class lines.

Affective:
When you are dribbling, should
you feel the ball touch your
palm or fingers?

Insight/Preview:
Next class, we will practice
pivoting and passing.