SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Arianna Flagg DATE: 4/21/17 TIME: 35 minutes each (9:30-10:40)

SCHOOL: Springfield College LESSON#: 4/5 FACILITIES: Field House
CLASS SIZE: 20-25 GRADE: 8-10 years-old UNIT/THEME: Hand dribbling
GENERIC LEVEL: Control
EQUIPMENT: 1. Music Speaker (1) 2. Playground balls (20-25) 3. Basketballs
(for advanced students - # will vary) 4. Music Speaker 5. Hula hoops (
FOCUS OF LESSON: hand dribbling while walking and changing direction
STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + National Standard(s)/Grade
Level Outcomes; Task #s where content is taught; Task # where objective is assessed:
By the end of the lesson, students should be able to:

(P): Dribble in general space while controlling the ball by using at least 3 key elements of
dribbling during the entire lesson. (S1.E17.3; MACF 2.2) (Taught: all; Assessed: Closure)

(C): Understands the concept of open space by explaining 3 reasons why using open space is
important in dribbling during the closure. (S2.E1.4c.; MACF 2.2) (Taught: All, Assessed:
Closure)

(A): Exhibit good sportsmanship by working well with classmates and provide at least 3 positive
reasons why working together is important during the entire lesson. (S4.E4.3a; MACF 2.7)
(Taught: All, Assessed: Intro + Closure.)

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

1. Give at least 3 specific positive feedback and 3 corrective feedback statements.

2. Keep back to the wall for the entirety of the lesson
3. Demo for all activity.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the
students in this class?
Stress the importance of safety and spacial awareness, especially when students are moving
around with other students around them; students will be vulnerable to keep their heads down
so encourage them to keep their heads up while traveling and dribbling.
Keep an eye on Jackson, seems to be aggressive with other students in class.

REFERENCES :
Graham, G., Holt/Hale, S., & Parker, M. (2007). Children moving: A reflective approach to
teaching physical education (7th ed.). New York: McGraw Hill.
Chepko, S., Couturier, L., Holt/Hale, S. (2014). All. In National standards & gradelevel outcomes
for K12 physical education (p. All). Champaign, Illinois: Human Kinetics.

Verdia, D. (2009, November 09). Indy 500. Retrieved from pecentral

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=9596#.WPaw2VMrLVo

TIME SEQUENCE OF LESSON ORGANIZATION

2 min Transition: Students will transition from

walking into the field house to the
beginning of the lesson
T= teacher
1 min Informing: S= student
(Rules - Go signal =ready, go!, Stop
signal = 3,2,1, freeze. One person T
speaking at a time. Respect your ss s s s
teachers, respect your classmates and Sssssssss
respect the equipment. Sssssss
Boundaries - Remain in
the court of the fieldhouse we
are working in
Safety - Be aware of
other students around you at all
times. Stay in our court and
30 sec listen closely for my start and
stop signals.
CFU:
Ask the students to repeat the
4 min teacher's expectations for class

Warm up: Ball Handling with

teacher
(teaching style - command)

The teacher will stand in front of the

students, mirroring each other. The
teacher will call out a ball handling skill
and the students will do as the teacher
30 sec
does. For example, dribbling low to the
ground, dribbling high, wrap around
leg, head waist, ect.

Demo: Teachers will ask a student to

 demonstrate for the class

Informing: Dribbling (with hands)

Knees slightly bent
6 min Use finger pads
Head up

Activity 1: Indy 500

(teaching style - practice)

Each student will have their own ball

and start standing in place. When the
teacher calls out start your engines
the students will begin dribbling in
place. When the teacher says rev your
engines the students will begin
dribbling as fast as they can in place
while controlling the ball. When the
teacher calls out green light the
students will begin to walk around
while dribbling the ball at a jogging
pace, if they can. When yellow light is
called out the students will slow down
to a walking pace. When red light is
called the students freeze and hold
their ball until the next signal is called
Extension up: students can try using
their non-dominant hand
Extension down: students can stay at a
walking pace while traveling

30 sec CFU:
The teacher will ask the students to
repeat the rules of the activity and
what each signal means

Transition: From the Activity 1 to sit

down around the teacher for the
miniclosure

miniclosure:
Did you find it difficult keeping your
head up while dribbling?
Why is it important to keep your head
up when dribbling?
- Yes or no
- So you do not run into
10 min anybody, use the space
around you

- Demo if necessary
- Pinpoint if appropriate

Activity 2: Fitness Dribble

(teaching style - practice)

Students will make partner groups or groups

of 3, whichever is their preference. Each
student will have their own ball and start on
the perimeter, baseline, of the basketball
court. On the teachers go signal, one
student of the group will dribble to the middle
of the court and pick up a basketball task
card. They will dribble back to their group on
the sideline and their group will do the
corresponding exercise on that is on the
card. Once the group completes the task, the
next person in the group will dribble to the
middle and put the last card back face down
and pick up a new card and dribble back to
the group and the group will do that new
exercise. This process will continue until the
teacher moves on to the next activity. The
students that are waiting for their group mate
to get a card from the middle must dribble
their ball in place until their group mate gets
back.
Tasks can include: 10 jumping jacks
10 sit ups
30 sec 10 seconds of mountain climbers
10 burpees
10 star jumps
1 min Etc.
Extension up: encourage advanced students
to use their non-dominant hand
Extension down: Students can use an easier
ball if they are struggling

CFU: ask the students to repeat the rules of

the activity, review dribbling skill cues
 Demo: Ask a student pair to demonstrate the
activity for the group

Transition: students will return to meeting

6 min spot for a miniclosure

Miniclosure:
Did you enjoy incorporating fitness into
dribbling?
Why is it important to do fitness with
dribbling?
- Yes or no
- Stay active, in a basketball
game we are currently running
around, stay fit

Activity 3: Dribble knockout

(teaching style - practice)

Each student will have their own ball. The

students will start in one large playing area
and dribble around in open space. The
students will be trying to knock other
people's balls out while keeping control of
their own ball. If a student's ball get knocked
out of bounds or out of that student's control
then they must take their ball and dribble a
lap around the court and then come back
into game so nobody is eliminated
Or
If a student's ball get knocked out of bounds
or out of that student's control then they must
move to the other side of the court and play
in that area. If the ball gets knocked out
again then they will go back to the other side.
Students will be constantly moving back and
forth to each court.
Extension up: Students can try moving at a
faster pace or using their non-dominant hand
Extension down: student can try focusing on
maintaining their dribble rather than trying to
steal other people's ball at the same time.

CFU: ask the students to repeat the rules of

the activity and dribbling skill cues

Demo: ask a student pair to demonstrate for

the class

Closure:
Was today's dribbling activities easy or
difficult?
Which activity was most challenging?
What are the dribbling skill cues?
*ask class to demonstrate dribbling
- Vary
- Dribble knockout -
implement dribbling and stealing
@ same time
- Bend knees, fingerpads,
head up

Assessment: cognitive (attached)

The students will describe the important key
elements of proper dribbling
Name__________________________

Dribbling
Instructions: List 3 key elements of proper dribbling

1.

2.

3.