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Triple Threat
AJC Middle School

Anthony Ferrari, Jack Medve, Cody Jacobs

Instructor: Lynn E. MacDonald

Unit: Basketball

Grade: 8

Spring 2020
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Table of Contents

Part 1: Standards and Grade-Level Outcomes page 3

Outcome 1 (Jack Medve )

Outcome 3 (Anthony Ferrari)

Outcome 4 (Cody Jacobs)

Part 2: Assessment of Student Learning page 4

Part 3: Block Plan page 12

Part 4: Analysis of Results page 14

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Part 1: Standards and Grade-Level Outcomes

Student Domain Standards Outcome Assessment

Responsible Tool

Jack Medve NYS: 1

Psychomotor
SHAPE: 1 S1.M6.8 Rubric

Anthony Ferrari NYS:2

Cognitive
SHAPE:2&3 S2.M2.8 Exit Slip

Cody Jacobs NYS:4 S4.M6.8

Affective
SHAPE: 4 Rubric

If applicable: Fitness/ NYS:

physical
activity SHAPE:
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Part 2: Assessment of Student Learning

Assessment Plan Overview

Grade-Level Assessment Format Accommodations

Outcome

The rubric will show

how well the students
understand that triple
threat and can use it
within a drill or game.
Pre-Test Rubric If they are having
trouble, I will break
down the triple threat
PsychomotorS into smaller drills
1.M6.8 before gameplay so
they can work on it.
Executes at
least two of
the following Throughout the
to create open lessons, I will be
space during constantly checking to
modified see if students
gameplay: understand everything
pivots, fakes, Checks for understanding about the triple threat
Formative
jab steps, through CFUs. These
screens. will consist of questions
about the 3 options out
of the triple threat and
other general
questions.

The rubric will show

Post-Test how well the students
understand that triple
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Rubric threat and can use it

within a drill or game.
If they are having
trouble, I will break
down the triple threat
into smaller drills
before gameplay so
they can work on it.

The questions will be

questions about the
Cognitive triple threat in
basketball and basic
S2.M2.8
rules of basketball. If
Executes at Pre-Test Exit Slip students struggle, I will
least three of make sure the students
the following have more time and
offensive help out the students
tactics to with whatever they are
create open struggling with.
space on and
off the ball: Students will group
moves to and demonstrate the
create open different factors of the
space on and triple threat. Each
off the ball; Peer Assessment
Formative student will use a
uses a variety checklist on one
of passes, another based on the
fakes and triple threat factors
pathways; that I give them.
give & go.

I would have the

students split up
around the gym where
Post-Test they are comfortable
Exit Slip
and would give them
more time so they can
finish the quiz.
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I will observe the

student’s knowledge of
rules and guidelines
using a rubric to
Affective Rubric
Pre-Test determine where they
S4.M6.8 are at in terms of their
ruling knowledge. The
Applies rules rubric will be graded
and etiquette based on 4 stages.
by acting as
an official for
modified Students will be able to
physical answer 5 questions
Exit slip related to basketball
activities and Formative
games and rules and penalties at
creating dance the end of class using
routines an exit slip.
within a given
set of Students will be graded
parameters. on how well they call
known penalties during
gameplay via a rubric
with 4 stages starting
Post-Test Rubric from not calling
penalties at any time,
as a 1, to calling
accurate penalties
whenever they see it,
as a 4.

(formal assessment: i.e. (report anything you

rating scale, rubric) did/would do that
Pre-Test
adjusts for individual
student needs)

Your Outcome (formal or informal: i.e. (report anything you

If applicable observation, checks for would do that adjusts
Formative
understanding, peer for individual student
assessment) needs)
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(fitness/ (same as the (report anything you

physical pre-assessment) did/would do that
Post-Test
activity) adjusts for individual
student needs)

Grade-Level Outcome 1: Psychomotor

Pre-Assessment explanation, collection procedures, alignment

● For pre-assessment, students will be split up into groups of 4-6,

depending on numbers, for a half court triple threat drill. They will be
expected to demonstrate proper triple threat form and execute a
certain number of options out of it throughout the drill.
● Data will be collected using the rubric below. I will periodically observe
each student within the drill and mark down each time they use proper
form and execute an option out of the triple threat. Students will be
able to earn points every single time they catch the basketball so it is
okay to watch multiple students at a time.
● The assessment aligns with the grade-level outcomes well because
students are being asked to execute offensive skills by using the triple
threat. Each time the student receives a pass, they must utilize
pivots, fakes, and jab steps in order to be successful with one of the
three options out of the triple threat.
● Pre-assessment rubric:
○ 4 -- Students demonstrate proper triple-threat form within
gameplay. Uses one of the three options out of the triple-threat
at least 5 times during gameplay.
○ 3 -- Students occasionally demonstrate proper triple-threat form
within gameplay. Uses one of the three options out of the
triple-threat 1-3 times during gameplay.
○ 2 -- Students rarely demonstrate proper triple-threat form within
gameplay. May execute one option out of the triple-threat.
○ 1 -- Students do not demonstrate proper triple-threat form
within gameplay or execute any options out of it.
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Formative assessment description

● Throughout the lessons, I will be asking students CFUs about the triple
threat. These questions will be probing in nature and look to reinforce
why the triple threat is used and in which situations you can use it
effectively. This will be very important for students because
understanding the triple threat is a huge part of basketball and will
enhance their overall performance throughout the unit.
● Checks For Understanding
○ What are your 3 options out of the triple threat?
■ Shoot
■ Pass
■ Dribble
○ How can you manipulate defenders while in the triple threat?
■ Fakes (shot and pass)
■ Pivots
■ Jab steps
○ When is it most effective to shoot out of the triple threat?
■ When your defender reacts slowly to you receiving the ball
■ If your defender has their hands down or is too far away
○ When is it most effective to pass out of the triple threat?
■ When you are being guarded closely
■ If you cannot dribble/move
○ When is it most effective to dribble out of the triple threat?
■ If you have a speed advantage over your defender
■ If you fake out your defender

Post-Assessment collection procedures

● For post-assessment, students will be split into groups of 6. They will

play 3 v 3 at one hoop for about 3 minutes and then rotate to match
up with different teams. The same rubric will be used from the
pre-assessment.
● Some possible changes to the assessment would be the type of
defense played. In the pre-assessment, light defense should be
played since the students are just learning about the triple threat and
how to use it. In the post-assessment, more defense can be played
since students should understand the triple threat more and be able to
execute various options out of it.

Grade-Level Outcome 2: Cognitive

Pre-Assessment explanation, collection procedures, alignment

-At the end of our first class on basketball I would leave time at
the end of class for the students to answer the questions on the exit
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slip. I would like to know what my students know and don't know
about basketball. I would use an exit slip. The data collection would
be based on my cognitive outcome.

1. A screen helps create open space because it slows the

defender down and allows the person with the ball to have different
options? True or False /Answer:True
2. What are the three factors of the triple threat?
Answer:Pass,Dribble,Shoot
3. Fakes are a good way to create open space during
gameplay?/True or False/Answer:True
4. A screen, pivot step, and jab step are all moves that create
open space in basketball. True or False/Answer:True
5.During a basketball game you can take more than two steps
with the ball? /True or false/ Answer:False

Formative assessment description

-The formative assessment I would use is peer assessment.
Students will group and demonstrate the different factors of the
triple threat. Each student will use a checklist on one another based
on the triple threat factors.
-Does your partner execute one factor of the triple threat?
-Does your partner use a fake?
-Does your partner create open space during the activity?

Post-Assessment collection procedures

- I have only made one change to the post assessment. The
questions are the same but one answer is different. I didn’t change
much because I felt that the students struggled in the beginning
based on the pre assessment data, therefore that's why I didn’t
change much on my post assessment exit slip.

1. A screen helps create open space because it slows the

defender down and allows the person with the ball to have different
options.True or False? /Answer:True
2. What are the three factors of the triple threat?
Answer:Pass,Dribble,Shoot
3. Fakes are a good way to create open space during
gameplay?/True or False/Answer:True
4. A screen, pivot step, and jab step are all moves that create
open space in basketball. True or False/Answer:True
5.During a basketball game you can't take more than two steps
with the ball? /True or false/ Answer:True
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Grade-Level Outcome 3: Affective

Pre-Assessment explanation, collection procedures, alignment

- During the first class the students will be observed using
a rubric to gauge their overall basketball rule and penalty
knowledge.This rubric will follow a 4 stage format
starting with 1 being the least knowledgeable to 4 being
the most knowledgeable.

1. Doesn't abide by or call any rules or fouls for either team.

2. calls rules and fouls for the opposing team, abides by known
rules.

3. calls rules and fouls for self and others during gameplay,
abides by known rules

4. Consistently calls rules and fouls for both teams, abides by

known rules, and attempts to resolve conflicts.

Formative assessment description

- During the formative assessment students will be tasked
with answering 5 questions related to their basketball
rule knowledge surrounding the triple threat.

1. Charging is considered a personal foul. true/false. Answer: true

2. At how many fouls is a person taken out of the game?

Short answer Answer: 5

3. If a player is fouled during a shot inside the 3 point line they

get 3 free throws? True/False. Answer: false

4. If you stop dribbling to enter the triple threat you cannot begin
dribbling again. True/False. Answer: True
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5. If a foul is called in basketball then the game is stopped

immediately to resolve the foul. True/False. Answer: True

Post-Assessment collection procedures

- During the final class I will be using the same rubric I
used at the beginning of the unit to grade the students
based on their knowledge and application of rules in
basketball. By using the same rubric I can compare their
results accurately.

1. Doesn't abide by or call any rules or fouls for either team.

2. calls rules and fouls for the opposing team, abides by known
rules.

3. calls rules and fouls for self and others during gameplay,
abides by known rules

4. Consistently calls rules and fouls for both teams, abides by

known rules, and attempts to resolve conflicts.
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Part 3: Instructional Planning

Day 1 Day 2

Outcome (s): S2.M2.8      Outcome (s): S2.M2.8    

Content focus: Overview of basketball Skills Content focus: Triple Threat     

Fitness/physical activity component: Fitness/physical activity component:

-Students will learn about the components Students will learn the triple threat and the
passing,dribbling, and shooting      three components of it.     

Assessment: Cognitive Exit Slip     Assessment: Peer assessment checklist      

Day 3 Day 4

Outcome (s): S4.M6.8      Outcome (s): S1.M6.8

Content focus: Learning fouls and penalties Content focus: Offensive strategy
and how to identify them.     

Fitness/physical activity component:

Fitness/physical activity component: Students
will participate in small passing drills with 2
defenders and 2 students on offense. There
are designated penalty lines and students are
tasked with being mindful of rulings.     
Students will be playing small-sided games on
half court. Teams will rotate every few minutes
and new strategies will be introduced  
Assessment: Exit slip on offensive strategies

Assessment: Exit slip      


Day 5
Outcome (s): S1.M11.8
Content focus: Defensive strategy
Fitness/physical activity component: Students
will play more small-sided games with an emphasis
on defensive positioning and strategy.
Assessment: CFUs throughout lesson
Day 7
Outcome (s): S4.M4.8
Content focus: Teamwork
Fitness/physical activity component: Students
will be playing multiple games with an emphasis on
passing to open teammates and working together.
Assessment: Informal teacher observation
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Day 6
Outcome (s): S4.M6.8     
Content focus: Solving disputes over rules
and penalties.     
Fitness/physical activity component:
Students will play 3v3 games with modified rules
and are directed to pay attention to basic rules
like traveling and out of bounds.    
Assessment:  Rubric    
Day 8
Outcome (s): S2.M2.8      
Content focus: Game play      
Fitness/physical activity component:
-Students will play a 5v5 game and will be
observed on how well they execute the triple
threat components.     
Assessment: Cognitive Exit Slip and
observation      
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Part 4: Analysis of Results

Data Analysis: Grade-Level Outcome 1

In the skill performance, or psychomotor, assessment for basketball,
students were assessed on their ability to use one of the 3 options, shoot,
pass, or dribble, out of the triple threat stance within a game/drill. Overall,
the class improved from the pre-test to the post-test. This is clearly shown
in Figure 1 where the number of students in the 1-2 score area decreased
from the pre-test to the post-test. A 50% decrease in the number of
students who scored a 1 can be seen, as well as a 37.5% decrease for
students who scored a 2. Both data points tell me that many students
improved on their abilities from the pre-test to the post-test. Furthermore,
about 60% of the class scored in the 3-4 range during the pre-test, which
increased to 76% in the post-test.
When it comes to the grade-level outcomes, the class did a nice job of
having most students exceed or meet the goal. In the outcome, chosen
from standard 1, it is stated that students must execute 2 of the movements
in gameplay to meet the goal. The class had 30% of students exceed this
mark and 46% exceed it.
Based on the results, I would make a few adjustments to the
assessment and the content focused on in class. First, I would spend more
time on the different variations of the triple threat and how to be more
successful with each option. This would help student who scored on the
lower end of the scoring better understand how and when they should
execute which specific movements. Second, I would look to assess students
in gameplay as well as in more individual drills. This would help the class
become more fluent with each option out of the triple threat and build
confidence in their footwork. Lastly, I could try to demonstrate, or show a
visual of, what the mature movement looks like and slowly walk through
each option with the class. This would create a better general understanding
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of the options and give students the opportunity to ask specific questions
about them.

Data
Analysis:
Grade Level Outcome 2

The percent of the answers correct in the pre-test was 20%. The
students have answered more questions wrong then right for the pre-test.
The number of answered questions right were low but is anticipated in the
pre-test. On question one 17% of students got the question right. On
question two 26% of students got it right. On question three 23% of
students got it right. On question four 20% of students got it right. On
question five 13% of students got it right.
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The percent of the answers correct in the post test was 20%. I didn’t
see much of an increase of questions being right. The only question I saw an
increase on was question 5 but saw a decrease in question 1, 2 and 3.

-Based on the information no learning has occurred because the % of

correct answers from both pre and post-test were the same. There I must
change my learning method based on the feedback I got based on the
pre-test. True and false questions were equally the same outcome and
multiple choice as well. I would make the questions easier to answer with
easier choices.

-To make the cognitive task reliable and valid, I split up the students
around the gym to make sure nobody would cheat off one another that
would disrupt our data. I felt that it was effective because I learned that the
students haven’t learned anything based on the post test data. I learned
that I must make some adjustments. Some adjustments I would make is
going over the tasks at slower speeds so my students can understand better.
I can also make the questions a little bit clearer, so the students understand
it better. Another thing I could do is go into more detail about the rules of
basketball because I want my students to know rules of basketball before we
go into the triple threat unit of basketball. I could do that by giving the
students a handout about the basic rules of basketball, that’s one way I
could change how the students learn. For example, the entry activity could
be the students reading the handout and then demonstrating to give them a
visual of what they are supposed to do. I would give my students the
post-test next time when I think the students' knowledge on the basic rules
of basketball and the triple threat have increased. I would not want the
same outcome I got for this post-test because the data showed me there
was no increase based on the data from the post-test.
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Data Analysis: Grade-Level Outcome 3 (affective)

Here, we see the results for the Pre-Assessment rubric. This pie chart
shows that 7 of my 30 students were able to obtain a perfect rubric score of
4. Descending from there the amount of students with a 3 were 10, the
amount of students with a 2 were 10, and the amount of students with a 1
were 3. What I can first notice here is that already more than half of the
students are performing above a 3 according to my rubric.

Here, we see the results for the Post-Assessment rubric. This pie chart
shows that more than half of my students(17) have been able to reach a 4
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whereas 10 more have reached a 3 with only 3 students falling into a 2.

Gladly we immediately can notice that none have achieved less than 2 on
the rubric. This pie chart more than definitely shows that learning has
occurred and the students show clear development. For starters we see an
increase in the students who obtained a 4 according to the rubric by 10 and
a decrease in the students who earned below a 3 by 10 as well. By looking
at this we can determine that the students have learned a fair amount
throughout the unit. When studying each stage of the rubric we see that
almost 25% of the class were able to consistently call rules and fouls for
both teams, abide by all known rules, and attempt to resolve conflict(4). by
the end of the unit more than 50% were also able to achieve this goal(4)
with a third of the class being able to do all of this except attempt to resolve
conflict(3). The most interesting part of the stages though is that the least
occupied one overall is the first stage, Doesn’t abide by or call any rules for
either team. This suggests that this was too low of an objective and nearly
all students were able to pass this before the pretest. Although the
Pre-Assessment had some decently high grades arguing that the rubric may
have been too easy for the affective domain and should have gone in depth
more into gameplay etiquettes and other portions of the established
outcome to be able to strive for more growth throughout the unit.

This being said the outcome I’ve chosen, “Applies rules and etiquette
by acting as an official for modified physical activities and games and
creating dance routines within a given set of parameters”, has been met to a
large degree by the students. The one part that has been left out pertains to
etiquette and sportsmanship. From what I’ve seen this should have been
included because many of the students were already well ahead of the rubric
for the first class. If this were included then we would have likely seen a
larger gap from the first to last class and a larger amount of learning.