Setting and Objectives



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KENT STATE UNIVERSITY

PHYSICAL EDUCATION LESSON PLAN

Setting and Objectives

Teacher: Ryan Smith School: Crestwood Middle Date of Lesson: 2/28/08


Lesson # 6 of 10 Grade Level: 7 Class Size: 27

Lesson duration: 40 minutes Activity: Basketball Instructional Format: Direct

Previous lesson focused on: Volleyball Tournament Play
Current lesson focus: Maintaining Possession – creating space on offense to ‘get open’/support offensive teammate
Lesson Objectives (psychomotor [p], cognitive [c], affective [a]) and related NASPE Content Standards:

Students will –



  1. move quickly to open space by faking and juking (step one way then move the other), to create passing lanes and support teammate who has the ball in 2v2 game play and 2v1 practices so their team gets three consecutive passes on three consecutive possessions. [NASPE Standard 1, Psychomotor]

  2. identify how to get open in the passing lanes (passer to receiver by using head fakes, body jukes, calling for ball, moving quickly) during question and answer situations before practice and during closure; 25% of students will raise their hands.[NASPE Standard 2, Cognitive]

  3. Count to 5 seconds, during every practice situation loud enough for all their teammates to hear. [NASPE Standards 5, Affective]

  4. be able to communicate with their teammates by using the passers name to effectively call for a ball during a game play situation when they are “open” 75% of the time the opportunity arises. [NASPE Standards 5, Affective]


Teacher Objectives (your goals based on effective teaching behaviors):

  1. Management

My goal is to hold students accountable for the rules that I have set in place. This can be determined first by each student signing that they have read, understand and will follow these rules, and also by my peers at Crestwood who will complete a modified behavior analysis tool.


  1. Instruction

My goal is to give clear and concise directions during instruction so that my instruction leads to transitions of less than 30 seconds in between games and practice. This will be determined by my CT and peers whom will complete transition rubrics.
Equipment Needs:

- 6 basketball hoops

- Basket (bin) of 6 basketballs.

- Pens to sign rule sheets


Equipment Routines (distribution, during activity, collection):

The 6 basketball hoops will be down from the previous lessons. Basketballs will be placed into a bin and will be collected, distributed, and put back by the equipment managers. During instruction the balls will either be at the students feet, or left at their courts if called in to gather.


Management Concerns:

Students will be placed into their same teams from volleyball. I will have to assign new home courts (6 hoops for 6 teams). Students will also maintain the same roles and responsibilities from the previous unit of volleyball.


Restroom/Drink Procedures:

- Students are instructed to use the restroom while in the locker room during attendance.

- Unless instruction is going on, students may get drinks from the fountain in the gymnasium as they please.
Rules:

1. Act in a way that is safe to yourself and others at all times.

2. Respect yourself, others, the equipment and me (the student teacher) at all times.

3. Listen to and follow directions the first time they are given – Always be on task!

4. Cooperate, display good behavior/sportspersonship.

5. Participate in class activities.


Consequences:

1. Teacher Look

2. Proximity Control

3. Verbal Warning

4. Time out on bleachers

5. Time in the hall

5. Meet with Principle
Grouping:

6 teams of 4 or 5 each on their new home court (basket). 6 baskets for 6 teams.


Transitions:

“WISG” will be used to initiate movement.

“Freeze” will signify stopping what the students are doing, and setting the balls on the ground waiting for further instruction.
References (include author, year, title, page#, or URL)

Mitchell, Oslin, Griffin. (2006) Teaching Sport Concepts and Skills: A Tactical Games



Approach.


Developmental Task Analysis




Factors

Levels


Practice

Conditions (number of passes)

Game

Conditions

(Dribbling)

Practice Conditions

Defense

Simple





2

No dribbling

Cold

(2 arms lengths away)

Moderate


3

Dribble with dominate hand (3 max)

Warm

(arms length away)

Complex


5

Dribble with non-dominate hand

(5 max)

Hot

(with no body contact)



Lesson Content
Task Type: Management

Time: 3 minutes

Objective(s) addressed: N/A
Task Description: This time is allotted to all students to change into active appropriate clothing for class. The cooperating teachers have requested that they both still take attendance with is done in the locker room. Once the students get out of the locker they will be instructed to have a seat with their teams facing me
Assessment/Review: Shortening this length of time as much as possible by instructing students as soon as they come out of the locker room to have a seat, hoping that their peers whom are taking longer will follow even without my instruction.

Task Type: Instruction

Time: 6 minutes

Objective(s) addressed: TO1. TO2


Task Description:

(As students enter the gymnasium from changing and taking attendance, ask them all to have a seat with their teams in a half circle facing me.)

“As I understand you all got a chance to finish volleyball yesterday and today we will begin with our basketball unit. When I am here, it will work for teams to remain the same as they were for volleyball. Listen up as I will let your teams know which basket your home court is from now on. *(Pointing to baskets)* Shoelaces at this basket, Volleyballers over here, Devils at this one closest to me, Yogi Bears over here, Unknowns at this hoop, and the Ferocious Pigs at the basket over there. Before we can begin I feel the need to remind you all of the class rules while I am here for the next few weeks (passing out a handout with 5 rules listed to every student). ‘Act in a way that is safe to yourself and others’, means that there should not be balls being thrown at each other or across the gym floor. From now on, if a ball leaves your court and someone else picks it up, roll it back to them, or simply hand them the ball. Are we clear? ‘Respect yourself, others, the equipment and me at all times.’ Can anyone tell me what that means? ‘Listen to and follow directions the first time they are given – Always be on task!’ It is important that you are where you’re supposed to be, on your court or sitting with your teams during instruction at all times. Also, what should I see happen when I say ‘Freeze’? What is the signal to move after instruction? ‘Cooperate, display good behavior/sportspersonship’, and ‘Participate in class activities’. Again it’s necessary that each one of you to participate in a fair and appropriate way for everyone to have a good time. Are there any questions with the rules? At this time please sign the rules sheet so that we are all clear on your responsibility for the remainder of my time here. When you are done please hand them to me, and take a seat back with your teams. As I said last week, I want to have as much fun as all of you, but it is very important that we follow these rules for that to take place. Thank-you.”

(Passing out peer evaluations)

“We are now going to get straight into game play after we all understand the rules for this particular game? The first game should involve every person on your court, whether it is 2v2 or 2v3. Each team much complete 3 passes before you are aloud to shoot the ball, and you are not aloud to dribble the ball. Just as in the NBA there is no traveling, so once you have the ball remember you can’t move because you can’t dribble. Offense you get one point for making three consecutive passes and you will receive 2 points for a make on your hoop. Offense your goal will be to make 3 consecutive passes on 3 consecutive possessions. The ball changes procession after every make, or failed pass attempt (ball goes out of bounds – onto another court -, or steal). How many points do you receive if you make three consecutive passes on one possession? What is the goal of the game other than score as many possible points as you can? How are we returning the balls that go onto another court? What happens when I say ‘Freeze!’? WISG I would like you go to your home courts and get game play started quickly. Statisticians please keep scores and equipment managers please get the balls for each court, Go!”


Rules Handout:
1. Act in a way that is safe to yourself and others at all times.

2. Respect yourself, others, the equipment and me (the student teacher) at all times.

3. Listen to and follow directions the first time they are given – Always be on task!

4. Cooperate, display good behavior/sportspersonship.

5. Participate in class activities.
Please sign if you have read, understood, and agreed to follow these classroom rules:
X_____________________________

Organizational formation (diagram task and whole class):


C – circle of students in groups of 4/5 - teacher - basketball hoops

Refining Cues/Questions (related to management or student performance):

Can anyone tell me what “Respect yourself, others, the equipment and me (the student teacher) at all times” means? (1 person talk at a time, raise hands to talk, don’t kick balls…)

What should I see happen when I say ‘Freeze’? (Stop what you are doing, set the basketballs on the ground, and listen for further instruction)

What is the signal to move after instruction? (Go!)

How many points do you receive if you make three consecutive passes on one possession? (1)

What is the goal of the game other than score as many possible points as you can? (Three consecutive passes on three consecutive possessions.)

How are we returning the balls that go onto another court? (rolling or handing off)

What happens when I say ‘Freeze!’? (Stop what you are doing, set the volleyballs on the ground, and listen for further instruction)

Assessment/Review:

- Signing rules handout to make clear the rules, and that they have agreed to them (holding them accountable for their actions)

- Check for understanding questions

I will also assess their understanding of the instruction by the time they take to transition into game play (goal: under 30 seconds as determined by peer completing transition rubric), and through the questions they have while getting organized.

Task Type: Activity (Game 1)

Time: 5 minutes

Objective(s) addressed: LO1


Task Description: Game as described above
Organizational formation (diagram task and whole class):
= students in teams - basketball hoops
Extension to challenge:

- Increase the number of passes to score points

- Allow dribbling according to skill level

- Increase defensive pressure (warm with no body contact)


Extension to simplify:

- Decrease the number of passes to score points

- Decrease defensive pressure (cold, 2 arms lengths away)
Refining Cues/Questions (related to management or student performance):

Where is the open passing lane?

Move to get open

Three passes equals one point

No dribbling
Assessment/Review:

I will be monitoring the class informally, observing game play (making the necessary changes - extensions, challenges), as well as pinpointing students, and using as much positive and corrective feedback as possible. During this time I will also be demo-shopping for the next practice.


Task Type: Instruction

Time: 5 minutes

Objective(s) addressed: TO2, LO2


Task Description:

“Freeze! WISG I need all balls to be left at your courts and for each team to come quickly sit around the court I am at. Statisticians, please raise your hand if a group on your team was able to complete 3 consecutive passes on 3 consecutive processions. (If many statisticians raise their hands) How were you able to do this? (We passed the ball) (If no one raises hand) What do you think were some reasons why this was difficult? (defensive pressure) Who can tell me where the open passing lanes are? (To the left and right of the defender who is covering the ball) For those of you who were able to get open, how were you able to; what were some of your techniques? (pivot, fakes, jukes, ball fakes) Would anyone like to come up here and show the class what a fake or a juke is? Great example see how (volunteer) starts to move one way then quickly goes the other direction. So step one way and then quickly step the other way.

*(At this point I will ask the individuals that I have selected to demonstrate stand up and continuously demonstrate the practice*

Each team will be at their own basket but you only have half of the court to work with. There will be one person who has the ball at the top and also an offensive player and a defensive player. Once the person at the top of the key slaps the ball, the offensive player has 5 seconds to try and get open. It is the responsibility of those who are behind the basket to count out loud to 5. Offensive player you get one point if you catch a pass and the defense can get a point if they slap the ball away, steal the ball, or the five seconds run out. Offensively you are trying to get 5 total points before I stop the practice and to make this more challenging for the offense, defensive is trying to get 3 points before I stop play. Offense if you do catch the ball I would like you to shoot a basket. Defense you are not aloud to try and block the shot. It is your responsibility to go rebound. Make sure each player has 5 opportunities at each position before the whole team rotates. (Also when this practice is going on, I will pinpoint player’s good fakes, ‘target hands’, as well as appropriate warm defense. e.g. – “Look at how important it was that John sold his fake, by juking his whole body one way then moving the other to create space between the defender” or “Bill is in an appropriate defensive position, about arms length away” or See how Sue has her hands out “target hands”, ready to catch, calling for the ball with their teammates name?”)

How many points do you want to have offensively and defensively before I stop play? (5 on offense and 3 on defense) How do you get open on offense? (Quickly move one way then go the other) When do you rotate as a team? WISG, Please get this practice started quickly and keep score individually. Those who are on the team and counting should be behind the basket. Go!
Organizational formation (diagram task and whole class):

Refining Cues/Questions (related to management or student performance):

How were you able to get open? (We passed the ball)

What do you think were some reasons why it was difficult to get open? (defensive pressure)

Who can tell me where the open passing lanes are? (To the left and right of the defender who is covering the ball)

How were you able to get open; what were some of your techniques? (pivot, fakes, jukes, ball fakes)

How many points do you want to have offensively and defensively before I stop play? (5 on offense and 3 on defense)

How do you get open on offense? (Quickly move one way then go the other)

When do you rotate as a team? (After each player has 5 opportunities at their position)
Assessment/Review:

Through “check for understanding” questions listed above. If students are able to think through these questions as a group, they are starting to understand one of basketball’s tactical situations (creating space).


Task Type: Activity (Practice)

Time: 10 minutes

Objective(s) addressed: LO1, LO3, LO4


Task Description:

Practice as described above.


Organizational formation (diagram task and whole class):
X=defender = offense = passer
Refining Cues/Questions (related to management or student performance):

Getting open: Step one way and then quickly move to other way, Head fakes. Move quickly to open space, Target hands, Call for Ball, Passing Lanes

Extension to challenge:

- add a defender on who is passing the ball

- reduce the amount of time to get open

- reduce the size of space to get open (quarter of the court)

- introduce triple threat position
Extension to simplify:

- increase the size of space to get open (entire court)

- allow for a longer time to get open (8 seconds).

Assessment/Review:

I will pinpoint students as much as possible. During the informal observation, I also want to be able to step in and give demonstrations to highlight particular cues that will help their performance.

Task Type: Transition

Time: 30 seconds

Objective(s) addressed: TO2


Task Description:

“Freeze! At your home courts we are going to return to game play. This time you may dribble but only after your team has made 3 consecutive passes. 1 point if your team makes a shot, and an additional point if you use a juke to get open and call for the ball using your teammates name. When can you dribble? How many points for a made shot? How many points for a juke and calling for the ball? GO!


Organizational formation (diagram task and whole class):
X=defender = offense = passer = teacher

Refining Cues/Questions (related to management or student performance):

When can you dribble? (after 3 passes)

How many points for a made shot? (1)

How many points for a juke and calling for the ball? (1)
Assessment/Review:

I will assess their understanding of the instruction during their transition into game play, and through the questions they have while getting organized.


Task Type: Activity (Game 2)

Time: 6 minutes

Objective(s) addressed: LO1, LO4


Task Description:

Game as described above.


Organizational formation (diagram task and whole class):
= students in teams - basketball hoops
Refining Cues/Questions (related to management or student performance):

Getting open: Step one way and then quickly move to other way, Head fakes. Move quickly to open space, Target hands, Call for Ball, Passing Lanes

Extension to challenge:

- Increase the number of passes before dribbling

- Increase defensive pressure (warm with no body contact)
Extension to simplify:

- Allow only 1 dribble

- Decrease defensive pressure allowed (cold, 2 arms lengths away)
Assessment/Review:

I will pinpoint students as much as possible. During the informal observation, I also want to be able to step in and give demonstrations to highlight particular cues that will help their performance.


Task Type: Transition/Closure

Time: 1 minute

Objective(s) addressed: LO2


Task Description: “Freeze! WISG equipment managers please put the balls away and all others please come sit in the center in a half circle, Go! Quickly who can name ways to create space from a defender to help support your teammate on offense? Thank you all for a good class today and you are now dismissed to dress.
Organizational formation (diagram task and whole class):
C – circle of students in groups of 4/5 - teacher - basketball hoops

Refining Cues/Questions (related to management or student performance):

Quickly who can name ways to create space from a defender to help support your teammate on offense? (quickly move one way and then another, call teammates name when open.)
Assessment/Review: Checking my watch during the closure to ensure that students have this time so they are not late for their next class.

Task Type: Management

Time: 3 minutes

Objective(s) addressed: N/A


Task Description: This time is allotted to all students to head into the locker room, and to change in preparation for their next class.
Assessment/Review: Checking my watch during the closure to ensure that students have this time so they are not late for their next class.



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