ODU-DCOEPS Core Instructional Lesson/Unit Plan

By Old Dominion University College of Education and Professional Studies

Teacher Candidate:  Nicholas Amend Date Taught:  11/29/2022

Cooperating  N/A School / District:  Norfolk Public

Teacher: Schools

Grade:  7th-8th Field Supervisor:  Mr. Maynard

Unit / Subject:  Net Games

Lesson Title / Focus:  Basketball

PLANNING AND PREPARATION

Content Knowledge
This lesson was developed based on my research and knowledge of content and the discipline by
knowing what skills are required to play basketball. This includes dribbling, passing, and
shooting the basketball. I learned all the cues and information that would be needed through my
time at Old Dominion University and information that I learned through my time playing
basketball. This makes me prepared to teach students on basketball skills while making the
activities fun for the students.

Learner Differences
This lesson was developed as a result of my examination by watching videos and even
preforming each skill that is required for this lesson many times. While gaining knowledge of the
skills that our students will be performing during the class. If students have any questions or are
concerned about anything with the activities, I will be there to help the students answer any
questions or concerns that the students may have. Also, I am here to help the students with the
activities if the students are confused or are struggling in any way.

Outcomes/Goals
The students will be able to dribble a basketball around the volleyball court 75% of the time
without losing control of the basketball.
The students will be able to decide when it is a good time to make a chest pass instead of a
bounce pass 80% of the time
The students will be able to work together as a team to complete the relay.

Standards
7.1 The student will demonstrate competence and apply movement concepts in modified versions of
various game/sport, rhythmic, dance, lifetime, and recreational activities.
 e) Describe and demonstrate how movement is stabilized, including balance (center of
gravity and center of support) and planes of motion.

7.2 The student will understand and apply movement principles and concepts and knowledge of
major body structures.
b) Apply biomechanical principles to understand and perform skillful movements.
d) Analyze skill patterns and movement performance of self and others, detecting and correcting
mechanical errors for selected movements

Resources and Materials

The resources and material that we will be incorporating during this activity are cones,
basketballs, dice, and a white board. These materials will promote active learning because the
students will have the opportunity to use each and every material while be able to perform
basketball skills given to them. Also, every material is used for each group of students, and they
will be moving around a lot and staying active throughout the lesson.

Technology
Technology is not used much throughout this activity for the students. The teacher will be using
technology if they would like. You could use a start stop cue like music to help with the
engagement of the students. Or you can do what I did for this lesson and use a microphone to
amplify your voice so that the students can hear when they are supposed to start and stop during
the activity.

INSTRUCTIONAL DELIVERY

Learning Environment
To support individual learning and collaborative learning we will break down what will be
required of them to complete the skills that we are asking them to take part in. Each student will
have an opportunity to show their skill during the activities. If a student is confused about skill
cues, they can ask their groupmates or they can ask the teacher questions about what they do not
understand. To promote collaborative learning, I will be putting the students into groups or teams
for both the warm and the actual activities that we will be doing throughout the class.

Introduction/Activating Strategies
I will engage learners into the lesson by relating the different skills they are learning to different
sports scenarios. This helps individualize the lesson to teach student because they can relate the
skills to something that they are interested in. I will start the lesson off by asking if the students
know the skill cues that are required to complete the basketball skills. I will also have a student
demonstrate the skills that are required to complete a pass, dribble, and basketball shot.

Instructional Strategies
Walk and Talk – Students will walk around the gym to give the students time to talk with each
other before the students need to start listening to instructions about the activities.
Transition – The students will sit in their squad rows to take attendance and to explain the instant
activity.
Dice Fitness – The students will get into groups of 6-8. The students will then spread out across
the gym. The students will be given a dice that they will use for the activity. The students will
roll the dice to decide what fitness activity they will be doing. For example, if the students roll a
6 they will do 10 pushups. If the students roll a 5 they will do 15 jumping jacks, if the students
roll a 4 the students will do 5 burpees, if the students roll a 3 the students will do 15 crunches, if
the students roll a 2 the students will do 10 jump squats, and if the students roll a 1 the students
will 15 mountain climbers on each side.
Transition – the students will sit back in their squad rows and return the dice to the instructor.
Dribbling Relay – The students will break into 4 teams and line up behind 1 of the 4 cones in the
corners of the gym. The students will then all have a basketball that they will be dribbling around
the volleyball lines. The students will try to catch the team in the opposite court while dribbling
around the volleyball. Once each of the students have had an opportunity to dribble the
basketball around the court than you can move to the next activity. This will give the students the
chance to practice their dribbling skills throughout the lesson.
Transition – have the students transition and move their cones to one side of the basketball.
Passing Relay – The students will be in their 4 groups lined up on the baseline. The students in
each group will pair up and go as a team of 2 for each part of this relay. The students will then
use their partner and use the chest pass to pass each other the ball while shuffling down to the
end of the volleyball court and back. The first team to finish the relay “wins bragging rights”
And then they go again. You can repeat this activity until you feel that the students have a good
understanding of how to pass the basketball
Transition – Have the students bring all of the equipment into the equipment room and then have
them sit in their squad rows.
Closure
To bring closure to the lesson we will have everyone stop what they are doing. The students will
then have an opportunity to talk about the parts of the lesson that were hard for them. To close
the lesson we will review the skills that the students used during the activities and what the skill
cues were to help them remember what they learned.

Differentiation
I will adjust instruction to meet the needs of a diverse set of learners by creating refinement and
extension activities that can either challenge the students who may be ahead with the skills that
we were using. For example students that are really good with dribbling with their dominant
hand could switch and use their non dominant had to dribble the basketball during the relay.
Another example would be for students that really have the chest pass down. They could practice
their bounce pass while on the move. This will make the activity harder due to having to lead
your partner to make sure the ball gets there right as the student gets there.

Assessment:
I assessed the understanding of the students by watching the students while they were doing the
relays. I will also stop and check for understanding if I notice that there are students struggling. I
will do this by stopping the class and asking them to go over the skill cues with me before we
continue with the activities.
PROFESSIONAL LEARNING

Reflection
I will evaluate my practice by checking for the understanding of the skill cues from the students.
This will show me if the student understands the skills that they were learning during the lesson.
If the students have shown that they do not understand the cues, then I may need to go back and
look at my lesson and see where I can improve the teaching of the skills and skill cues.