Basketball Unit Plan: 4th Grade Benjamin Phelps Elementary School Agawam, Massachusetts January 6th-January 28th

Basketball Unit
Plan
4th grade
Benjamin Phelps Elementary School
Agawam, Massachusetts
January 6th- January 28th
Peter King
Unit Objectives:
Unit Outcomes/State & National Standards/Content/Assessment Template
Psychomotor, Affective and Cognitive Domains
Grade/Experience Level 4
UNIT Objectives (By Reference Content to be Taught Assessment
the end of the unit, MA CF &
students will be able NASPE
to) Standards
by #
Cognitive: NASPE: DAY 1: Rules/History Pre

S2.E1.4a History of basketball and Post-test
Identify the skill cues S2.E1.4b Passing Skill Cues:Chest Pass
of the different skills S2.E1.4c and Bounce Pass
of passing, dribbling S2.E5.4 DAY 2:
and shooting. Skill Cues to Dribbling
Understanding of open space
Understand the rules MACF: and its Benefits during
of basketball well 2.1 Basketball
enough that they can 2.2
play the game of DAY 3:
basketball and receive Offensive Strategies( cutting,
at least a 70% on the give and go)
written post-test. Open space
Apply the principles DAY 4:

of person-to-person Skill Cues of Shooting
defense in a game-like
scenario. DAYS 5-6:
Modified Games
Defensive Principles
Days 1-6:
Rules of basketball
Psychomotor: NASPE: DAY 1: Dribbling
S1.E1.4 Passing Checklist
Demonstrate all the S1.E15.4 Catching
different aspects of S1.E16.4 Recording of
the game of basketball S1.E17.4a DAY 2: Passing Score
correctly at least 70% S1.E17.4b Stationary Dribbling
of the time he or she S1.E20.4 Dribbling while Moving
is observed. S1.E26.4
This includes: DAY 3:
passing, catching, Dribbling with “defense”
dribbling, shooting MACF: Dribbling and passing in
and defense. 2.1 combination
2.2
DAY 4:
Shooting
Day 5:
Shooting, Dribbling, and
Passing in Combination
Modified Games
Person-to-Person Defense
Day 6:
Modified Games
Affective: NASPE: DAYS 1-6:

S4.E4.4a Communication Skills
Demonstrate good S4.E4.4b Sportsmanship Checklist
sportsmanship by S4.E5.4 Teamwork
cooperatively working S4.E6.6 Encouraging Others Teacher Unit
together, respecting Following Rules and Etiquette Observation
classmates, teachers
and equipment while MACF:
following all class 2.7
rules and safety
guidelines.
NASPE:
Standard 1:
Uses various locomotor skills in a variety of small sided practice tasks, dance and educational
gymnastics experiences. (S1.E1.4)
Throws to a moving partner with reasonable accuracy in a non dynamic environment (closed
skills). (S1.E15.4)
Catches a thrown ball above the head, at chest or waist level, and below the waist using a mature
pattern in a non dynamic environment (closed skills). (S1.E16.4)
Dribbles in self space with both the preferred and the nonpreferred hands using a mature pattern.
(S1.E17.4a)
Dribbles in general space with control of ball and body while increasing and decreasing speed.
(S1.E17.4b)
Dribbles with hands or feet in combination with other skills (e.g., passing, receiving,shooting).
(S1.E20.4)
Combines traveling with the manipulative skills of dribbling, throwing, catching and striking in
teacher- and/ or student-designed small-sided practice-task environments. (S1.E26.4)
Standard 2:
Applies the concept of open spaces to combination skills involving traveling (e.g., dribbling and
traveling). (S2.E1.4a)
Applies the concept of closing spaces in small-sided practice tasks. (S2.E1.4b)
Dribbles in general space with changes in direction and speed. (S2.E1.4c)
Standard 4:
Praises the movement performance of others both more skilled and less skilled. (S4.E4.4a)
Accepts players of all skill levels into the physical activity. (S4.E4.4b)
Exhibits etiquette and adherence to rules in a variety of physical activities. (S4.E5.4)
Works safely with peers and equipment in physical activity settings. (S4.E6.4)
MACF:
Motor Skill Development:
2.1 Apply movement concepts including direction, balance, level (high, low), pathway (straight,
curve, zigzag), range (expansive, narrow), and force absorption (rigid, with bent knees) to extend
versatility and improve physical performance
2.2 Use a variety of manipulative (throwing, catching, striking), locomotor (walking, running,
skipping, hopping, galloping, sliding, jumping, leaping), and non-locomotor (twisting, balancing,
extending) skills as individuals and in teams
2.17: Demonstrate developmentally appropriate competence (basic skills, strategies, and rules) in
many and proficiency in a few movement forms and motor skills (team sports, aquatics,
individual/dual sports, outdoor pursuits, self-defense, dance, and gymnastics)
Personal and social competency:
2.7 Demonstrate responsible personal and social conduct used in physical activity settings
Grading Policy
Effort (40%)- Students give good effort during activities, doing what they can to improve
as a basketball player.
Behavior (40 percent)- Students will treat their teachers, peers, and equipment with
respect throughout the lesson.
Skills (10 percent)- Students show abilities in the basketball skills worked on in class.
The students show improvement from lesson to lesson.
Knowledge (10 percent)- Students are able to successfully pass the written
assessments throughout the unit.
The students will be graded on a 4 point scale.
4 Points-Excellent- The student is respectful, gives great effort, and excels in all 3
domains at all times throughout the unit. This student is consistently a positive attitude
in class and constantly looks to improve their basketball skills and knowledge.
3 Points-Good- The student is respectful, gives good effort, and performs in all 3
domains at most times throughout the unit. This student is slightly inconsistent in his
behavior and doesn’t always look to improve their basketball skills and knowledge.
2 Points- Below Average- The student is often disrespectful, rarely gives effort, and
does not perform in the 3 domains throughout the unit. The teacher consistently has to
punish the students or talk to the student about misbehaving.
1 Point- No Participation- The student refuses to even participate in P.E class.
Unit Content:
Skills Taught in the basketball Unit
Dribbling: Bend your knees, Keep the ball at waist height, use your fingerpads to push the
ball
Chest Pass: Use two hands, Step With opposition, Follow Through Your Thumbs to the target
Shooting: Balance the ball in your shooting hand, Elbow under the ball and over your
knee, eye on the rim, follow through towards the rim.
SPRINGFIELD COLLEGE - DAILY LESSON PLAN
NAME: Peter King DATE: 1/6/2020 TIME: 9:10-9:40

SCHOOL: Benjamin Phelps Elementary School LESSON#: 1
FACILITIES:Gymnasium CLASS SIZE: 20 GRADE: 4 GENERIC LEVEL: Control
EQUIPMENT: 50 basketballs, Music
FOCUS OF LESSON: Basketball Passing
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). Demonstrate the ability to pass and catch on the move with proper form by
completing at least 12 passes in activity 2. (S1.E15.4; MA CF 2.2) (Taught: Introduction,
Assessed: Activity 2).
(C). Demonstrate knowledge by naming the three skill cues to passing during the closure
of the lesson. (s2.E5.4, MA CF 2.2) (Taught:Throughout entire lesson;Assessed:Mini-
Closure)
(A). Exhibit safe behavior in a physical setting by following all safety rules stated by the
teacher. (S4.E6.4, MA CF 2.7) (Taught: Tasks 1, 2, 3, Application ; Assessed: Application)
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 15 pieces of feedback throughout the lesson.
2. Keep his back to the wall at all times throughout the lesson.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the
students in this class?
1. The students will be inside. Make sure that they remain inside the boundaries, so
that everyone is safe.
2. There are students with behavioral issues in the class. Make sure to keep an eye
on them.
REFERENCES : Graham, G., Holt/Hale, S., & Parker, M. (2007). Children moving: A
reflective approach to teaching physical education (7th ed.). New York: McGraw Hill
Hopple, C. J. (2005). Elementary physical education teaching and assessment: A

practical guide (2nd ed.).
Champaign, IL: Human Kinetics.
LESSON PLAN FORM
TIME Students walk into the REFLECTIONS

gym. Changed activity 1. The way this was
Introduction: We will be originally designed led to too many people
starting a basketball unit. going all over the place. I changed it so that
Do any of you know people were now passing in lines, so that it
where basketball was T was much more organized.
invented? Yup, in Silent ball helped me learn names with
Springfield, SSSSSSSSS students I had not taught yet. I had them be
Massachusetts by Dr. silent, unless they were catching a pass.
James Naismith. Just 10 When this happened, they were supposed to
0-3:00 minutes away from this say their names aloud.
school. Isn’t that cool?
The students will stand in

a semi-circle around the
teacher and await
instructions.
Safety: Students must
stay inside of the
boundaries (the out of
bounds lines) throughout
the lesson. The students
will also keep their hands
to themselves and not
push anyone throughout
the lesson. Students must
make sure whoever they
pass the basketball to is
looking at them.
Instruction: The teacher
will review the 3 skill cues
to passing (step with
opposition, use two
hands, follow through
with thumbs pointed
towards target ). The
teacher will give a demo.
Transition: Half the

students will be told to
stand spread out on the
half-court line. The other
half of the students will
be instructed to stand at
the free-throw line across
from a partner.
Warm-up:Passing with a
partner: Students will do
chest passes to a partner.
They will try to complete
as many passes as they
Ssssssssss
can in a row. If this is too
easy, they can take a few SSSSSSSSS
steps back. Then, they
will move on to bounce
passes.
3-10
Activity 1: Passing on the
move
Ss ss ss
Using the same partners
as the warm up, the Ss ss ss
students will pass to their
teammates while on the
move throughout the gym
area. The students will Ss ss ss
count how many
completions they can
make during the allotted
time. The teacher will
remind the students that
they need to make sure
the person they are
passing too is looking at
them and no one is in
between the passer and
catcher.
10-18 Activity 2: Silent Ball S s s s

Students will play silent Ss s s s
ball. Any student who
talks, drops a ball, or
throws a bad pass is out. Ss s s
The way to get back in is
by doing 15 jumping
jacks. The teacher can
extend this activity by
introducing more
basketballs into play.
19-28
Activity 3: Team Keep
Away
1 1 1
One team will be the
group of players who 2 21 2
started on the half-court 21 2 1
line. The other team will
be the other line from
activity 1. One team has
the ball while the other
team tries to steal the ball
away. The team who can
complete the most passes
in a row without getting
stolen from is the winner.
Talk about out of bounds
rules.
Transition: Students will

set up the gym for the
next class and then walk
to the final meeting place.
28-30
Sssssssss
Lesson Closure: What t
are the three skill cues to
passing? Where was
basketball invented?How
would you change the
activities to make them
more fun?

FOCUS OF LESSON: Basketball Dribbling

(P). Demonstrate the ability to dribble in open space by losing the ball less than 3 times
during activity A. (S1.E17.4; MA CF 2.2) (Taught: Introduction, Assessed: Activity 1).
(C). Demonstrate understanding of offensive tactics by naming two strategies that they
used in dribble tag during the closure of the lesson. . (s2.E5.4, MA CF 2.2)
(Taught:Throughout entire lesson;Assessed:Mini-Closure)
(A). Exhibit a positive attitude by saying two positive things to their peers throughout
class. (S4.E4.4a, MA CF 2.7) (Taught: Tasks 1, 2, 3, Application ; Assessed: Application)

2. Keep back to the wall at all times throughout the lesson.
on them.

LESSON PLAN FORM

gym.
Introduction: Remind I was able to incorporate movement
the students about the concepts into the dribbling lesson fairly well.
passing skill cues they I had students try dribbling at different
worked on last class. T levels and talked a lot about force. I tried to
extend students individually if they were
The students will stand in SSSSSSSSS advanced. They were challenged to try
a semi-circle around the different moves or pathways.
teacher and await
0-3:00 instructions. The dribble relay worked better when they
Safety: Students must were not competing but rather just cycling
stay inside of the through their team. Some students are not
boundaries (the out of confident in their abilities and are insecure
bounds lines) throughout dribbling with lots of students watching
the lesson. The students them. For this reason and for the sake of
will also keep their hands having more OTR, I also added more teams.
looking at them.
to dribbling (Use
fingerpads, dribble at
waist level, and bend
your knees). The teacher
will give a demo. The
teacher will explain that
traveling makes dribbling
essential in basketball.
Transition: Half the

students will be told to
stand spread out on the
half-court line. The other
half of the students will
be instructed to stand at
the free-throw line across
from a partner.
Warm-up:Dribble in
Place:
Students will each get a
ball and stand on the
black line. They will
dribble in spot with their
dominant hand first.
Then, if they feel
comfortable, they can
switch to their opposite
hand.
Activity 1: Dribbling on
the move
The students will dribble
3-10 while moving around S s s s s
inside the gym area. The s S s s s
teacher will have the ss
students change levels
and change speeds while
dribbling. If there is
anyone really advanced
they can do dribble
moves like a cross-over or
and in-and-out. They can
all use their opposite
hand.
Activity 2: Dribble Tag

One student will be the
tagger. They will not have
a basketball. Every other
student will have a
basketball and will try to
avoid being tagged by the S s s s
tagger. If they do get Ss s s s
10-18 tagged, they have to do 10
jumping jacks to get back
into the activity. Ss s s
Activity 3: Dribble Relay

The teacher will break
the class into 4 teams.
They will get into a
dribble relay race. Each
person will dribble to the S s s
end of the court and S s s
19-28 back. But, before
S s s
reaching their line, the
students will stop and S s s
pass the ball to the next
person in line. The first
team to complete the race
and sit down are the
winners.

Lesson Closure: What

are some strategies you Sssssssss
used in dribble tag? Was
it hard to stop your
t
28-30 dribble and pass in the
dribble relay?

FOCUS OF LESSON: Basketball Dribbling and Passing

(P). Demonstrate the ability to combine dribbling and passing by scoring at least 3
touchdowns during basketball handball. (S1.E20.4; MA CF 2.2) (Taught: Introduction,
Assessed: Activity 1).
(C). Demonstrate knowledge by writing down 1 strategy used in basketball handball
during the closure of the lesson . (s2.E5.4, MA CF 2.2) (Taught:Throughout entire
lesson;Assessed:Mini-Closure)
(A). Exhibit safe behavior in a classroom setting by following all safety rules stated by
the teacher. (S4.E6.4, MA CF 2.7) (Taught: Tasks 1, 2, 3, Application ; Assessed:
Application)

Give at least 15 pieces of feedback throughout the lesson.
Keep his back to the wall at all times throughout the lesson.
on them.

LESSON PLAN FORM

gym.
Introduction: Remind Because of the limited space, I was not able
the students about the to have the students dribbling during
dribbling skill cues they basketball handball. I also had to shorten
worked on last class. T the court, so that the endzone were not right
against the wall.
The students will stand in SSSSSSSSS
a semi-circle around the Dribble knockout worked well. Instead of
teacher and await having students do jumping jacks, I had
0-3:00 instructions. them do 5 reps of a certain dribble move to
Safety: Students must get back into the game. This gave them more
stay inside of the practice on their dribbling skills.
looking at them.
to dribbling (Use
fingerpads, dribble at
waist level, and bend
your knees). The teacher
will give a demo. The
teacher will explain that
traveling makes dribbling
essential in basketball.
Warm-up:Dribble in
Space:
The students will dribble

while moving around
inside the gym area. The
teacher will have the
students change levels
and change speeds while
dribbling. If there is
3-10 anyone really advanced
they can do dribble
moves like a cross-over or
and in-and-out. They can
all use their opposite
hand.
Activity 1: Dribble
Knockout
The students will each
have a ball and have to
stay inside the gym lines. S s s s s
Each person will be s S s s s
dribbling and trying to ss
10-18 steal the ball from the
other people dribbling. If
your ball gets stolen from
you, you have to do 15
jumping jacks to get back
into the game.
Transition: The teacher

will break the students up
into two teams.
19-28
Activity 2: Basketball
Handball
The students will play
team handball but with a
basketball. Instead of
EndZone
having a goal their will be S s s s
a touchdown. The team Ss s s s
will have to pass the
endzone to score. Instead
Ss s s
of being able to walk 3
steps, the students will be EndZone
able to take 3 dribbles to
advance the ball.

Lesson Closure: Students

will write down one
28-30 strategy used in
Sssssssss
Basketball Handball.
t

FOCUS OF LESSON: Basketball Shooting

(P). Demonstrate the ability to shoot in basketball by using 3 of the 4 skill cues 75% of
the time he/she is observed during the lesson. (S1.E26.4; MA CF 2.2) (Taught:
Introduction, Assessed: Activity 1).
(C). Demonstrate knowledge by naming the 4 skill cues to shooting during the lesson’s
closure . (s2.E5.4, MA CF 2.2) (Taught:Throughout entire lesson;Assessed:Mini-Closure)
Application)

on them.

LESSON PLAN FORM

gym.
Introduction: Remind The stations worked great. They allowed me
the students about the ample opportunity to provide feedback. It
dribbling skill cues they kept students very active and engaged.
worked on last class. T
It is important that dribbling is not on the
The students will stand in SSSSSSSSS same side of the gym as team keep away.
a semi-circle around the The team keep away station needs to be
teacher and await aware of their surroundings. If their ball
0-3:00 instructions. happens to go to the other side of the gy,
Safety: Students must they should walk and grab it.
stay inside of the
looking at them.
to shooting (Balance ball
on your shooting hand,
eyes on the rim, elbow
under the ball, follow
through towards the
rim). The teacher will
give a demo.

will break the students
into 6 teams that will be
used during the stations
in this lesson. The teacher
will have the teams
switch stations
throughout the lesson.
Station 1: Team Keep

3-10 Away
One team will be the
group of players who
started on the half-court
line. The other team will
be the other line from Ss s s
activity 1. One team has Ss ssss
the ball while the other
team tries to steal the ball
away. The team who can
complete the most passes
in a row without getting
stolen from is the winner.
10-18 Station 2: Dribble Relay

The two teams will get
into a dribble relay race. S s
Each person will dribble S s
to the end of the court S s
and back. But, before
S s
reaching their line, the
students will stop and
pass the ball to the next
person in line. The first
19-28 team to complete the race
and sit down are the
winners.
Station 3: Shooting Relay

Two teams will each go
into two spots close to the
hoop and shoot towards
the rim. The first team to
score 8 points wins.
Hoop
S s
S s
Transition: Students will S s
set up the gym for the S s
Lesson Closure: Students

28-30 will go over BEEF for
shooting form.
Sssssssss
t

EQUIPMENT: 50 basketballs, Music, pennies
FOCUS OF LESSON: Basketball

(P). Demonstrate the ability to defend in basketball by using various locomotor skills
(running, sliding, jumping) to stay with your man 75 percent of the time throughout
gameplay. (S1.E1.4; MA CF 2.2) (Taught: Introduction, Assessed: Activity 1).
closure . (s2.E5.4, MA CF 2.2) (Taught:Throughout entire lesson;Assessed:Mini-Closure)
Application)

on them.

LESSON PLAN FORM

gym.
Introduction: Remind Shooting relay allowed students to practice
the students about the dribbling passing and shooting.Having
shooting skill cues they students use bounce passes is probably best
worked on last class. T to avoid any accidental injuries.
The students will stand in SSSSSSSSS Explain that students are playing defense the
a semi-circle around the whole time. My first class thought that they
teacher and await had to let the offense shoot. Students should
0-3:00 instructions. keep passing until they can get a good shot
Safety: Students must off. This emphasizes passing and cutting to
stay inside of the open space.
looking at them.
will review man to man
defense. The teacher will
explain that when you are
guarding the ball, you
should try to slide like we
do in the warm-up. When
you are not guarding the
person with the ball, you
should make sure you
don’t leave the person
you are guarding. The
teacher will give a demo.
Warm-up: Student will

slide throughout the gym
while the music is
playing.

will break the class into 4
teams.
Activity 1: Shooting
Relay
Students will line up near Hoop
half court with their Ss
team. The first person in Ss
3-14 line will have the ball.
Ss
They will dribble to the
hoop and take a shot.
They will grab their own Ss
rebound and pass the ball Ss
to the next person in line. Ss
The first team to 20
Hoop
points will win.
Activity 2: Keep Away+

There will be four teams
(already made). One
team has the ball while
the other team tries to
14-28 steal the ball away. If the
team with the ball Hoop
completes three passes in Sss
a row, they are now
Sss
allowed to continue
passing or to shoot. The
team with the most made
baskets at the end of the sss
game wins. The student sss
with the ball is not
allowed to move or
Hoop
dribble in this game.
They can pivot.
28-30 Transition: Students will

Lesson Closure: The Sssssssss

teacher will ask the t
students why it is
important to stick your
man while playing
defense.

SCHOOL: Benjamin Phelps Elementary School LESSON#:6
EQUIPMENT: 50 basketballs, Music, pennies
FOCUS OF LESSON: Basketball

(P). Demonstrate shooting using 3 of the four skill cues of shooting during a game-like
activity at least 60% of the time he/she is observed. (S1.E26.4; MA CF 2.2) (Taught:
Introduction, Assessed: Activity 1).
(C). Demonstrate knowledge by writing down 2 rules in basketball during the closure .
(s4.E5.4, MA CF 2.2) (Taught:Throughout entire lesson;Assessed:Mini-Closure)
Application)

Give at least 15 pieces of feedback throughout the lesson.
Keep his back to the wall at all times throughout the lesson.
on them.

LESSON PLAN FORM

gym.
Introduction: Remind Adding in the dribbling helped students.This
students about the helped them create new passing lanes. This
defensive skill cues they also gave a good level of control, while still
worked on last class. T creating a very game-like scenario.
The students will stand in SSSSSSSSS Implementing a rule in which everyone has
a semi-circle around the to touch the ball before they can shoot was
teacher and await helpful. Some students were not touching the
0-3:00 instructions. ball much originally, but this rule changed
Safety: Students must that.
stay inside of the
looking at them.
will go over the rules to 5
on 5 basketball.
Warm-up: Students will

dribble the ball
3-8 throughout the gym.

will break the class into 4
teams.
Activity 1: Keep Away+ Hoop

There will be four teams Sss
(already made). One Ss
team has the ball while
8-28 the other team tries to
steal the ball away. If the
team with the ball ss
completes three passes in sss
a row, they are now Hoop
allowed to continue
passing or to shoot. The
team with the most made
baskets at the end of the
game wins. The student
with the ball is now
allowed to dribble the
ball twice before passing
\ or shooting.
Sssssssss
t
28-30 next class and then walk
Lesson Closure: The

students will write down
2 rules of basketball.

SCHOOL: Benjamin Phelps Elementary School LESSON#: Classroom Lp
FACILITIES:Classroom CLASS SIZE: 20 GRADE: 4 GENERIC LEVEL: Control
EQUIPMENT: , Music
FOCUS OF LESSON: Basketball Shooting + Rules

(P). Demonstrate the ability to shoot in basketball by using 3 of the 4 skill cues during the
lesson. (S1.E1.K; MA CF 2.2) (Taught: Introduction, Assessed: Activity 1).
closure . (s2.E1.Ka, MA CF 2.2) (Taught:Throughout entire lesson;Assessed:Mini-
Closure)
the teacher. (S4.E6.2a, MA CF 2.7) (Taught: Tasks 1, 2, 3, Application ; Assessed:
Application)

1. The students will be in the classroom. It is important that students are not running
around the classroom as it can be very dangerous. Also, the noise level should be
much lower than in a gym setting.
on them.

LESSON PLAN FORM
TIME I will walk into the REFLECTIONS

classroom and ask
students to sit at their I did not have to use this lesson during my
desks. basketball unit.
The students will sit at T

their desks and await
instructions. Students SSSSSSSSS
should be facing the
projector screen.
0-3:00 Everything should be off
the students’ desks.
Safety: Students must not
be running at any point
in the classroom. Also,
everything should be off
of their desks to avoid
any accidental injury.
will write a word bank up
on the whiteboard. The
word bank will be
different rules or shots
(foul, free throw,
travelling, double
dribble, reaching foul,
charging foul, backcourt
violation, shot clock
violation, etc).
Activity 1: Rules Video

Students will remain in
their seats. I will show a Ss ss ss
3-17 video that will briefly go ss ss ss
over the different rules of t
basketball and shot
Projector Screen
values. I will then show a
short clip of NBA
gameplay, explaining
calls/rules as they come
up.
Activity 2: Trivia
Students will team up
17-27 with the people at their
table and each get a
number 1-4. I will ask a
specific table a rules
question. If they get it
right, one player (the first
time it will be number
1,then number 2, etc.)will
get to come up to the
front of the class and Ss ss ss
stand on the hotspot. ss ss ss
From the hotspot, they T
will try to shoot a fuzzy
H Bucket
ball into a bucket placed
5 feet in front of them
(away from anything that
could get broken). If they
make the shot, their team
gets a point. If the team
gets the question wrong,
the next table will get an
opportunity to answer it.
Closure:
I will briefly review the
rules that the video
talked about. Will talk
27-30 about all of the words on
my basketballword bank.
I will ask students to
Ss ss ss
briefly define these rules.
ss ss ss
t
Written Work/Results of
Assessments
Make Up Work
Write two to three sentences on one of the prompts below:
1. Look up any active basketball player and give a brief summary of their career.
2. Pick one rule and describe it.
3. Pick one position and describe what their job is on the court.
4. If you could pick any position to play, what would it be and why?
Checklist Dribbling:
Name Fingerpads Bent Knees Waist Height

Aimen V V
Henry V V V
Patrick V V V
Felicia V V
Chase V V V
Madalynn V V
Isabella
Aysegul V
Ryan V V V
Alexander V V V
Cecilia V V V
Jack V V
Artem V V
Polina V V V
Shannon V
Santino V V
Affective Checklist:
Name Raised Their Hand To Say
They Said 2 Positive Things
To Their Peers
Aimen
V
Henry
V
Patrick
V
Felicia
V
Chase
Madalynn
Isabella
Aysegul
Ryan
V
Alexander
Cecilia
Jack
Artem
Polina
V
Shannon
V
Santino
Teacher will keep track of how many passes each group will be able to make while on
the move.
Names Number of Passes Completed

Name Grade (1-4 based on criteria)
Aimen 3
Henry 4
Patrick 3
Felicia 3
Chase 3
Madalynn 4
Isabella 2
Aysegul 3
Ryan 3
Alexander 3
Cecilia 4
Jack 3
Artem 3
Polina 4
Shannon 3
Santino 2
Name:
Basketball Quiz
True or False: Circle T if the Sentence is true and circle F if the sentence is false.
1. T/F: Every basketball game begins with a tip-off.

2. T/F: A free throw is given to someone who has just been fouled.
3. T/F: There is a shot that is worth 4 points in basketball.
4. T/F: A free throw is worth 2 points.
5. T/F: If a person on defense takes the ball from a person on offense, it is called a
rebound.
6. T/F: A person can dribble the ball, pick it up, and dribble again.
7. Who invented the game of basketball? _____James Naismith
8. Name the two kinds of passes we learned about in class.

___________Chest___________ __________Bounce____________
It is very important to use many different kinds of assessment as a P.E. teacher. This is a vital
part of teaching, so that you can judge the skill level and overall knowledge of your students
and understand how you should teach your unit. During this basketball unit, I assessed the
students in the psychomotor, cognitive, and affective domains. I formally assessed the students’
dribbling, passing, basketball knowledge, and overall positivity throughout my unit. I also
informally assessed the students’ knowledge, skill and attitude throughout the 3 weeks of
basketball.
It was clear throughout the unit that the content knowledge from person to person varied
greatly throughout every class. It also varied from class to class. Some students clearly had
played basketball on a team and knew the rules and fundamentals pretty soundly. Others knew
next to nothing about basketball and really had a lot to learn. This made it very important to
use the “challenge by choice” technique, telling certain students who felt comfortable to
challenge themselves in the activity they were doing. For example, I assessed that a kid named
Dylan was a very good ball handler. Thus, I gave him the opportunity to work on a cross-over
dribble and a between the legs dribble. This seems to keep him interested in what he was
doing. Other students needed their activities modified because they were struggling. I told a
few students that they could pick up the ball after two dribbles to try to maintain control of the
basketball. I used a dribbling checklist to assess their dribbling skills. Students did fairly well
with dribbling the ball below the waist, which surprised me. Students definitely need more
work on using their fingertips and bending their knees. Many students stood straight up while
dribbling, giving them much less control of the ball. I will certainly focus a lot on these skill cues
next time I do dribbling activities.
I assessed the students cognitive knowledge of basketball by using a pre and post test for the
rules of basketball. The students took the pre-quiz before the unit began and the post-quiz right
at the end of the unit. Both quizzes had the same questions. The students scored on average
18.57 percentage points better on the post-test than they did on the pre-test. These results are
discussed in greater detail in my measure of student learning document.
Sources:
PE Central Cues View. 11 Feb. 2019 <https://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=69>.
"Activity Cues." PE Central Cues View. 06 Feb. 2019

<https://www.pecentral.org/lessonideas/cues/archive9798/cues209798.html>.
"Activity Cues." PE Central Cues View. 06 Feb. 2019 <https://www.pecentral.org/lessonideas/cues/chestpass.html>.
"James Naismith." Wikipedia. 30 Jan. 2019. Wikimedia Foundation. 11 Feb. 2019

<https://en.wikipedia.org/wiki/James_Naismith>.
Graham, G., Holt/Hale, S., & Parker, M. (2007). Children moving: A reflective approach to teaching physical education
(7th ed.). New York: McGraw Hill
Hopple, C. J. (2005). Elementary physical education teaching and assessment: A practical guide (2nd ed.).

Basketball Unit Plan: 4th Grade Benjamin Phelps Elementary School Agawam, Massachusetts January 6th-January 28th

Uploaded by

Copyright:

Available Formats

Basketball Unit Plan: 4th Grade Benjamin Phelps Elementary School Agawam, Massachusetts January 6th-January 28th

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Basketball Unit Plan: 4th Grade Benjamin Phelps Elementary School Agawam, Massachusetts January 6th-January 28th

Uploaded by

Copyright:

Available Formats

Basketball Unit

Cognitive: NASPE: DAY 1: Rules/History Pre

Apply the principles DAY 4:

Affective: NASPE: DAYS 1-6:

Applies the concept of closing spaces in small-sided practice tasks. (S2.E1.4b)

Dribbles in general space with changes in direction and speed. (S2.E1.4c)

Exhibits etiquette and adherence to rules in a variety of physical activities. (S4.E5.4)

The students will be graded on a 4 point scale.

1 Point- No Participation- The student refuses to even participate in P.E class.

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Peter King DATE: 1/6/2020 TIME: 9:10-9:40

STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + National Standard(s)/Grade

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

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

Hopple, C. J. (2005). Elementary physical education teaching and assessment: A

LESSON PLAN FORM

TIME Students walk into the REFLECTIONS

The students will stand in

Transition: Half the

10-18 Activity 2: Silent Ball S s s s

Transition: Students will

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Peter King DATE: 1/6/2020 TIME: 9:10-9:40

STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + National Standard(s)/Grade

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

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

Hopple, C. J. (2005). Elementary physical education teaching and assessment: A

LESSON PLAN FORM

TIME Students walk into the REFLECTIONS

Transition: Half the

Activity 2: Dribble Tag

Activity 3: Dribble Relay

Transition: Students will

Lesson Closure: What

NAME: Peter King DATE: 1/6/2020 TIME: 9:10-9:40

STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + National Standard(s)/Grade

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

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

Hopple, C. J. (2005). Elementary physical education teaching and assessment: A

LESSON PLAN FORM

TIME Students walk into the REFLECTIONS

The students will dribble

Transition: The teacher

Transition: Students will

Lesson Closure: Students

NAME: Peter King DATE: 1/6/2020 TIME: 9:10-9:40

STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + National Standard(s)/Grade

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

Hopple, C. J. (2005). Elementary physical education teaching and assessment: A

LESSON PLAN FORM

TIME Students walk into the REFLECTIONS

Transition: The teacher

Station 1: Team Keep

10-18 Station 2: Dribble Relay

Station 3: Shooting Relay

Lesson Closure: Students

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Peter King DATE: 1/6/2020 TIME: 9:10-9:40

STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + National Standard(s)/Grade