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KIN Block - Basketball Unit - St. James Episcopal Day School

Name: Diane Gonzales Date: October 15th, 2018 Lesson #: 4

Lesson/Unit Focus: Maintaining possession while Grade: 5th Class Length: 30 min. Class Size: 17
moving down court using pivot foot and passing to
avoid defense; intro to defense positioning

● STANDARDS/BENCHMARK/GLE’s:
Standard: 1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
GLEs:
1.4-2.5 Dribble with control while moving through space to avoid stationary objects using the critical elements
1.5-2.5 Dribble under control during a game or game-like situation using the critical elements

Standard: 2. The physical literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement
and performance.
GLEs:
2.5-1.2 Analyze and modify a movement based on the characteristics of the task and/or environment in a dynamic or changing
environment
2.5-1.3 Demonstrate offensive and defensive positioning in simple game settings

Standard: 4. The physically literate individual exhibits responsible personal and social behavior that respects self and others.
GLEs:
4.5-2.1 Lead, follow and support group members to improve play in cooperative activities and competitive settings

● TEACHER OBJECTIVES
Cognitive: TTW manage lesson time and transitions as planned while maintaining lesson focus.
Affective: TTW give specific feedback on all three domains throughout lesson.
Psychomotor: TTW perform all task demonstrations with students in authentic environment.

● LESSON OBJECTIVES: (TLW)

Cognitive: TLW apply basic offensive and defensive tactics and strategies (when to dribble & pass, moving to open space to receive
pass, guarding with ready stance and warm defense) successfully throughout 70% of small-sided practice activities.
Affective: TLW engage in accepting, recognizing and actively involving other students of various skill abilities 75% of the time
throughout the lesson.
Psychomotor: TLW demonstrate successful use of pivot foot by using the pivot to pass while avoiding defender 70% of the time
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throughout practice tasks.

● ASSESSMENT/EVALUATION:
Cognitive: TLW complete short-answer questions on exit slip regarding application of basic offensive and defensive tactics and
strategies (when to dribble & pass, moving to open space to receive pass, guarding with ready stance and warm defense)
throughout small-sided practice activities. *Did Pretest @ beginning of lesson instead since this was the first lesson I taught to
these students
Affective: TLW in small groups, describe ways in which they observed other students engage in accepting, recognizing and actively
involving other students of various skill abilities throughout the lesson.
Psychomotor: TTW visually check student’s successful use of pivot foot and passing throughout practice tasks to maintain possession of
ball with stationary and moving defenders.
● INTEGRATION:
5.2.1 Describe the origins, characteristics, and expansion of indigenous cultures and groups that existed in the
Americas prior to European exploration

● EQUIPMENT/TEACHER MATERIALS:
Item: Amount:
basketballs 13
cones 8
exit slips & pencils 17 ea.
whistle 1

● ACCOMMODATIONS & MODIFICATIONS

Accommodations: None known at this time
Modifications:
➔ Reduce court space and/or go down to 2 v. 1
➔ Use smaller or softer ball
➔
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● LESSON PROCEDURES/ACTIVITIES:
Time Instant Activity/Task Organization Criteria to move on Skill/Teacher Cues
1.5 Instant Game/Activity Instruction: 4 cones, 6 hula hoops, “Thumbs up” for
min (Distribute name tags) I need everyone to come 12 basketballs understanding - any Cues:
stand in front of me. You have 5 seconds: (have basketballs divided questions answered Management:
5,4,3,2,1. Awesome! between 2 hula hoops on regarding activity. ● Stay in boundaries
Good morning, 5th graders! My name is Mrs. side) ● “Go” on whistle
Gonzales. I’ll be teaching your next three classes ● “Freeze” on whistle- stop
and getting you ready for your big game against in place, equipment down
your parents! We are going to continue with your & ready for instruction
basketball unit today with a game called “Hula ● T: “Hocus Pocus”;
Hoop KnockOut”. S: “ Focus”
Rules:
6 Defenders will have one foot on the floor Safety:
inside a hula hoop at all times, but can move all ● Eyes up, be aware of
around the hoop and pivot in different directions. other players to avoid
(Pick student to DEMONSTRATE, then select collisions.
student to demo dribbler) Everyone else will be ● Defenders - knock balls
dribbling around open space while the defenders out softly (to the side or
try to knock the ball out from you. (DEMO) up & out)
Everyone must stay within the boundaries set by
the four cones. If your ball gets knocked out,
retrieve it quickly and continue dribbling in the
boundaries.
Keep eyes up and watch out for fellow
classmates. Any questions on how to play the
game? Show me a thumbs up if you understand….
No one begins until the whistle blows, when
you hear the whistle again, I want everyone to
freeze with equipment down. Thumbs up if you
@ understand...
1.5 If your birthday is between September and
min December, find a hula hoop and put one foot in.
(adjust depending on # of students for 6 total) If
your birthday is between May and August, grab a
basketball and find open space within the
boundaries, January to April, go. When you hear
the whistle, you may begin.
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3 Round 1: 60 seconds - manage play (safety, Completion of 3 rounds - Goal:
min dribbling while moving through open space, everyone had a turn Dribblers - dribble within
defenders moving but keeping one foot in hoop defending. boundaries for alloted time
*no moving hoops) without losing possession.
Freeze! Defenders, switch out with Dribblers -
Remind of safety - Go! Defenders - knock out as
Round 2: 60 sec. - repeat above, have students many balls as possible.
move 2 cones in to decrease playing area
@ Round 3: 60 sec. - repeat above, have students **Ask who was able to
4.5 move 2 cones in a little more to further decrease maintain possession!
min playing area. (**review safety again for moving in
smaller space)
30 Transition: “Freeze!” When I say go, defenders put your hoops in a neat pile on the side - leaving one hoop out for balls; Dribblers, 4 balls
sec will go in this hoop and the rest get put up. Meet back in front of me in 10 seconds. Go! 10-9-8….
2min Pretest for BB Unit (done instead of exit slip)

Time Introduction/Set Induction & Organization Criteria to move on Skill/Teacher Cues

Behavior Focus
1.5 Introduction: Great job, everyone! Thumbs up for Cues:
min Raise your hand if you can tell me one thing understanding - questions
you had to think about as a dribbler….(answers) answered. Affective:
Dribbling: What could you do to maintain ● Encourage one another
control of the ball when near a defender? (keep ● Work together
dribble “below belt”; keep body between ball and ● Appreciate different skill
defender; eyes up; use pivot foot) levels
As a defender?
Defending: What could you do to try and knock Management:
the ball out? (stay ready -stance; stay low; arms ● Stay in boundaries
out; side shuffle to move) ● “Go” on whistle
● “Freeze” on whistle- stop
Behavior Focus: in place, equipment down
Everyone has different abilities. Through this & ready for instruction
lesson I want you to practice encouraging one ● T: “Hocus Pocus”;
another and working together to achieve S: “ Focus”
successful game play no matter what your skill
level is. This is your time to develop and grow, so
raise your hand if you can give me an example of
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recognizing and encouraging this in one another...

Strategy/Tactic/Skill Focus: Today you’re going

to focus on using your pivot foot and passing to
@ maintain possession of the ball against a defensive
6min player AND how to stay between the ball and the
30sec goal on defense.
Everyone get toe-to-toe with a partner. one team may have 3 people. Go. 3,2,1. Now pair up with another team. Go. 3,2,1

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

6 min Task 1: 2v2 -Passing from pivot foot while 75% of the class is T.Cues:
freeze moving down court with defenders (no 8 cones, 4 basketballs, successful in maintaining ● Rotate students each
every turnovers, knock-downs or steals); defenders control of the ball 75% of round before giving
45sec stay between ball and goal the time while moving extension or refinement.
to Rules: Each group of 4 starts out at the first set of down court. (1 person from right side
60sec cones 2 people on offense, 2 on defense. Offense, (minimum of 4-5 students starters, rotate clockwise,
for the cones mark out three zones. **Thumbs up if less successful) next time - have 1 from
EXT. everyone can see the three zones down the court. left side starters rotate
or Good. Now, you have until the first set of cones to counter-clockwise, etc.)
REF. pass the ball to your teammate. (Demo while
instructing) You can move freely within the court. Defense Cues:
As the person with the ball dribbles down court, ● Warm defense: more than
one of the other players defends them with warm- arm’s length away
defense, about an arm’s length away. **What were ● Keep body between ball
the skill cues for a defensive ready position? (see and goal
cues) Perfect.**Keep eyes up to watch for other ● On balls of feet, knees
players and avoid collisions since everyone will be bent, arms out & follow
playing in the same space. **Offense, when player the ball
2 has the ball, they move through zone 2 and must
pass before zone 3 starts. No traveling, and use Safety:
your pivot foot to move while holding the ball to ● Eyes up - Be aware of
get the pass off. Defense, no knock-downs or others
steals right now, we’re just focused on positioning ● Stay in boundaries
and staying between the ball and the goal.
**At the end of the court, change possession and Goal:
the other team plays offense, you switch to Get down the court without
defense. losing possession.
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Any Questions? Thumbs up if you understand.
Go! “whistle” Affective Feedback:
● Encouraging one another
After 1-2 rounds, include integration: ● Working together
So, you are all working on your social studies ● Appreciating different
projects right now about the indigenous tribes the skill levels
lived in North America before the Europeans
settled. So when your tribe needed to trade with **Psychomotor Assmt:
another, you had to travel by foot to meet another Visually check student’s
tribe. You can see the names of some of the tribes successful use of pivot foot
on the walls, so think of your change of possession and passing throughout
at each end of the court as your trading spots and practice tasks to maintain
try to get to a different one each time to keep your possession of ball with
supplies up. “Go.” stationary and moving
defenders.
Extensions:
● Each pass from the pivot that goes to your
teammate (regardless of successful catch) counts
as a point.
● Keep dribble below the belt & to the front and
side
● Keep body between ball and defense

Refinement:
@ 13 ● Isolate dribble, pivot, pass with polyspot
min, representing defender.
30sec
10sec Transition: Freeze! Equipment down. When I say Go, leave your equipment where it is and come meet in front of me. Go. 5.4.3.2.1.

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

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7 min Affective Assessment: Get in groups of 4- 3,2,1. 75% of the class is Defense Cues:
Spread out a little bit and I want each group to successful in maintaining ● Warm defense: more than
discuss what they did during this activity to control of the ball 75% of arm’s length away
encourage one another, work together or show the time while moving ● Keep body between ball
appreciation for different skill levels. If you didn’t down court. and goal
do any of those things, I want to hear what you can (minimum of 4-5 students ● On balls of feet, knees
do during this next activity to demonstrate these less successful) bent, arms out & follow
behaviors. Spread out a little bit. You have one the ball
minute to come up with 2 answers. Go.
Discuss answers.
Dribbling:
Task 2: 2v2 -Passing from pivot foot while ● Keep ball out to side &
moving down court with defenders; add front
turnover if lose possession or out of bounds ● Protect ball with body
(warm defense - no knocking or stealing the ● Waist-high at speed
ball); Defenders stay between the ball and goal ● Knee-high to protect
Raise your hand if you can tell me what
happens in basketball when you lose control of the Goal:
ball or it goes out of bounds? Score highest number of
What can we do to maintain possession of the points - 1pt. per completed
ball while dribbling and passing to protect the pass off pivot without losing
ball? (see cues) possession.
Choose 3 volunteers - (DEMONSTRATE on
one court, *add in turn-over with throw-in) Safety Reminders (same as
So, when I am in open space I should be above)
dribbling how? (waist-high, out to the side &
front) Affective Feedback:
And as I near the defensive player how should I ● Encouraging one another
dribble? (knee-high, protect ball with body, keep ● Working together
eyes up) ● Appreciating different
skill levels
Extensions:
● Limit defense movement to 2-3 steps -or- **Psychomotor Assmt:
● Limit defense movement to side-to-side or front- Visually check student’s
to-back. successful use of pivot foot
● Play for points (1 point for every completed and passing throughout
pass, or 2 points for every completed down-court practice tasks to maintain
drive with 4 passes) possession of ball with
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stationary and moving
Refinement: defenders.
● Have students practice Pivot, Pass in one portion
@ 20 of the court, each team takes a turn on offense
min and defense. Focus on using pivot to get pass to
40sec teammate.

10sec Transition: Freeze! Okay, balls down and come sit in front of me. Go! 5,4,3,2,1.

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

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5 min 2v2 -Passing from pivot foot while moving Dribbling:
down court with defenders; turnover if lose ● Keep ball out to side &
possession or out of bounds (warm defense - no front
knocking or stealing the ball); Defense stays ● Protect ball with body
between the ball and the goal. ● Waist-high at speed
● Knee-high to protect
Activity Instruction:
For your final activity, you’re going to do the Defense Cues:
same things you just did, but your team must get ● Warm defense: more than
the ball all the way to the end to score. Each score arm’s length away
is worth 2 points. The ball is turned over after a ● Keep body between ball
knock-down or when it goes out-of-bounds. You and goal
will keep track of your score individually, so when ● On balls of feet, knees
I rotate players, you will each have a running total. bent, arms out & follow
Remember to continue encouraging one the ball
another and showing appreciation for different
skill levels. Goal:
When dribbling, what are we doing? Defense? Score highest number of
points individually while
Purpose/skill used: switching teams - a team
Maintaining possession with defender and must get all the way down
using the pivot to avoid defense and pass to court without losing
teammate while moving down-court. possession - 2 points/drive
Defense maintains ready position (on balls of
feet, knees bent, arms out and following the ball) Safety Reminders (same as
and keeps body between the ball and the goal. above)
Affective Feedback:
● Encouraging one another
@ 25 ● Working together
min ● Appreciating different
50sec skill levels
20 Transition: Freeze! When I say go, if you are had the basketball, return it; everyone else help pick up cones, stack them neatly on the side and
sec meet back in front of me. You have 10 seconds. Go!

Time Closure: Organization Criteria to move on Skill/Teacher Cues

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2 min Check for understanding: Questions answered in Review:
Great work today, 5th graders. discussion. Defense Cues:
● Raise your hand if you can tell me one of the ● Keep body between ball
defensive cues we began using today? and goal
● Okay, and how about what you had to do on ● On balls of feet, knees
offense to get a pass off to your teammate? bent, arms out & follow
● What was it called when the ball went out of the ball
bounds and the other team had to get the ball
back in play? Affective Feedback:
● Were there any new things you did this second ● Encouraging one another
half of the lesson to show appreciation for ● Working together
different skill levels and encourage one ● Appreciating different
another? skill levels
Safety:
The final task for you today is an exit slip with a ● Eyes up - Be aware of
few other questions on what we covered today. others
@28 Once you have your slip and pencil, spread out in ● Stay in boundaries
min your own space. Be sure to put your name on it ● If ball goes in another
10 and bring them to me when you’re done. court - wait outside & call
sec Awesome job today! *Did pretest at beginning of “ball”
lesson instead of exit slip
1 min Cognitive Assessment: Exit slips -TLW complete Completed exit slip
50 short-answer questions on exit slip regarding
sec application of basic offensive and defensive tactics
and strategies (when to dribble & pass, moving to
open space to receive pass, guarding with ready
stance and warm defense) throughout small-sided
practice activities.

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?

RESOURCES:

https://physedgames.com/category/basketball/
http://www.peprogram.com.au/images/basketball-unit-using-game-sense-sample.pdf
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Louisiana Department of Education. (2017). Louisiana physical education content standards. www.louisianabelieves.com.
Mitchell, S. A., Oslin, J. L., & Griffin, L. L. (2003). Sport foundations for elementary physical education: A tactical games approach. Champaign,
IL: Human Kinetics.

NOTES from teaching 10/15/18:

● Took way too long to give out name tags - let them put them on one another
● Didn’t do Integration - don’t have one that applies to what the students are actually doing right now
● Didn’t fit in Behavior Focus or Affective Objective & Assessment
● Color code zones next time
● Should have had the group of boys that did the main activity well demonstrate for the others
○ Too many students were moving slowly with the ball and not getting through their zone quickly to pass the ball off to their teammate
○ Took too long changing possession at ends of court
○ Needed Motivation Goals
● Didn’t rotate students in groups - it was too difficult to get them to do the activity correctly and get up and down the court efficiently
● Isolate correct use of pivot foot (only one, cannot pick that foot up again to move with the ball)