Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Dribbling (1)

Date

November 12, 2014

Subject/Grade
Level

3/4

Time
Duration

30 mins

Unit

Basketball

Teacher

Ms. Hnatiuk

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

1.

Students will acquire skills through a variety of developmentally appropriate movement activities;
dance, games, types of gymnastics, individual activities and activities in an alternative
environment; e.g., aquatics and outdoor pursuits.
2. Students will interact positively with others.
A31 respond to a variety of stimuli to create locomotor sequences.
A41 select, perform and refine simple locomotor sequences.
A42 consistently and confidently perform locomotor skills and combination of skills, by using elements of
body and space awareness, effort and relationships to a variety of stimuli to improve personal
performance.
C35 display a willingness to share ideas, space and equipment when participating cooperatively with
others.

LEARNING OBJECTIVES
Students will:
1. Perform simple locomotor skills (dribbling) that are relevant to Basketball.
2. Understand simple rules in basketball that are directly related to the skill of dribbling.
3. Recognize the rules of being in the gym as the teacher has set out to them, gym etiquette.

ASSESSMENTS
Observations:

Key Questions:

Products/Performances:

Observe students behaving appropriately and fairly with other students. (3)
Observe students respecting rules of gym class i.e. whistle blows. (3)
Have checklist of students who are participating and being involved in the activities. (might
be more of a mental check list). (1)
What is one of the rules in basketball we talked about at the beginning of class?
Explain.(2)
What is the second rule? Explain. (2)
What part of your hand should come in contact with the ball while dribbling? (1)
Answering of assessment questions at the end of class.

LEARNING RESOURCES CONSULTED

POS
A Barrel Full of Basketball Type Games, Jo Brewer

MATERIALS AND EQUIPMENT

Basketballs
Whistle
Pylons

PROCEDURE
Prior to lesson

Consider:

Attention Grabber
Assessment of Prior Knowledge
Expectations for Learning and
Behaviour
Advance Organizer/Agenda
Transition to Body

Consider:

Variety of Learning Styles

Questioning throughout
Differentiation for students

Make sure bballs all have adequate air in them.

Locate the pylons and have them ready.
Introduction
Set rules for Basketball unit (3)
holster the ball when teacher is talking (3)
1 whistle means freeze 2 whistles means come find me (3)
Ask girls to get a ball first, then boys can go then quickly come meet me at the
middle circle with their toes on the edge of the circle. Students will have to
take a couple large steps backwards to have enough space to complete the
warm up skills.
Body
Activity #1- Warm up ball handling circle; stationary. (1)
Students circle around me, each with a ball, and follow my lead.
Encourage students to try their best even if they cant do it; its OK to lose
control of the ball.

Adapted from a template created by Dr. K. Roscoe

Time

12:40-12:43

Time
12:43-12:53

Lesson Plan Template ED 3501 (Version C)

Focused formative assessment

Consider:

Consolidation of Learning
Feedback from Students
Feedback to Students

Transition to Next Lesson

Sponge
Activity/Activities

Any students who can do these moves, get them to keep their eyes up.:
Introduce the travelling rule in basketball. (2)
2 free steps
Not allowed to run with the ball.
Introduce the double dribble rule in basketball. (2)
Cant dribble the ball with 2 hands.
Cant dribble, pick up your dribble and then dribble again.
Skills I will demonstrate: (1)
Quick finger taps back and forth.
Around the head; waist; knees; ankles; and combo of all.
Dribble ball in R hand beside your R knee; low dribbles; high dribbles.
Dribble ball in L hand beside your knee; low dribbles; high dribbles.
V dribbles in front of body; keep the ball below knee level; small V
dribbles, big V dribbles.
*While demonstrating the skills, inform the students that they should be
contacting the ball with the pads of their fingers, not the tips of the palm of
their hand. (1)
Activity #2- Sideline to sideline dribbling; movement. (1)
Everyone with a ball on 1 sideline. If any students finish quickly, have
them go again. Give reminders to try and have students keep their eyes
off of the ball, if they find it too easy. (1)
Walking speed, dribble with your R hand to the opposite SL and back.
Then repeat with jogging speed. (1)
Walking speed; dribble to the opposite SL with your L hand, and then
back. Then repeat with jogging speed. (1)
Walking speed; dribble the ball very low with your R hand and back with
your L hand. (1)
Walking speed; dribble the ball really high with your R hand and then back with
your L hand. (1)
Activity #3- Dribbling around cones (1)
Set up a cone course on the gym floor. Students have to complete the
course at jogging speed. (1)
First time through with R hand, then L hand, then smallest dribbles, then
largest dribbles. (1)
Closure
As a group in the center circle of the gym I will pose the following questions:
1. What is one of the rules in basketball we talked about at the
beginning of class? Explain. (2)
2. What is the second rule? Explain. (2)
3. What part of your hand should come in contact with the ball while
dribbling? (1)
Give the students 30 seconds to think of the answer. Then ask specific
students what their answer is.

12:53-1:00

1:00-1:07

Time

1:07-1:10

Frozen cones tag. (1,3)

Like regular tag but dribbling the ball while running away from whom is it. When
tagged, stand with the ball on your head and your legs spread open. To be freed
another student has to bounce their ball between the frozen students legs.
To pick who is it choose 2 students who have the best holster position while talking.
Students who are it also have a ball to dribble.

Reflections from the

lesson

Adapted from a template created by Dr. K. Roscoe