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Standard Three 3.1 Unit Plan and Lesson Plan |
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The artifact below reflects my ability to create unit and lesson plans that contain developmentally appropriate content, goals, and assessments. The unit plan includes a variety of instruments to assess students on a psychomotor, cognitive, and affective level, along with a content map filled with developmentally appropriate skills and concepts from which to chose.
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Physical Education Unit Plan Team Handball
Miss Kuban
Grade 6
Needs Assessment:
Psychomotor Domain: The students will be assessed on their skill execution, ability to support teammates, and their decision making. Since all invasion games have some commonalities among them, the initial pre-assessment of the students’ game performance was an observation conducted during the final lesson of Ultimate Frisbee. The observation was done over two 50 minute classes, and two teams of 3-4 students were observed at the same time using a skills checklist. The components of skill execution that were looked for during the observation were: the students’ ability to shoot on target, pass accurately to open players using short, quick passes, ability to combine skills such as catching and passing immediately, and catching without dropping the implement. The initial observation showed that about 80% of the students were able to shoot at the target. As for pass execution, the majority of the students had difficulty passing to their teammates in order to advance forward. Players would catch the ball and hold it about 6-10 seconds before passing to an open teammate. In addition, most of the passes made were long passes to a taller teammate. This shows that the students had a hard time making short, quick passes and lacked the skills to combine two movements such as catching and passing immediately to an open teammate. Their ability to support teammates was inconsistently shown as most students did not create space by cutting or moving to open passing lanes. Mr. Skeels had stated that each class performed at different levels and swayed between control and utilization.
Cognitive Domain: The students demonstrated that they were able to attack the goal in invasion games as teams were able to score 8-10 goals in 4 minute 4v4 games. The students did, however, have trouble creating space and supporting teammates. Students had a hard time determining when they were open and when they were covered by defenders. Students found themselves confused that they were not passed the ball even though they may have been standing right next to their teammate. Since the students were covered by defenders, the passer decided not to pass the ball. Although this shows that the students had a hard time creating space and determining when they are open or covered, it also shows that the students with the ball made correct on-the-ball decisions by looking to pass to the open player.
Affective Domain: Mr. Skeels had stated that all of the 6th grade classes except for one know their routines and consistently fulfill their team contract responsibilities when entering the gym. He suggested putting instructions in the coaches’ corner and asking the other members of the team questions to hold the students accountable and see how well they can articulate and relay messages. During game play, when the students disagree over a ruling or occurrence, they are quickly redirected and handle the disagreement using “rock, paper, scissors”. The class observed was finishing their last day of Ultimate Frisbee with a final tournament. Some of the students in the audience filled roles as scorekeepers and commentators. These students showed responsibility, enthusiasm, and respect for their classmates.
Management Plan:
Equipment Needs:
Distribution: The pinnies will be placed on the bleachers into 6 different piles based upon team and color. Upon entry, the equipment managers will distribute the pinnies to each member of their team. The Coach instructions will be set up in the left corner of the gym next to the stage. Upon entry, the coaches will meet at this corner, find out initial instructions, and relay the information to their team. The court will be divided into 3 sections. Two cones will be placed 8 feet apart from each other at each end of the 3 court sections to create goals. The gator balls will be located on the bleachers. Floor tape will create a dotted line in a semi-circle around each of the pairs of cones.
During activity: The students will be playing team handball at their home courts. The cones will remain at each end of the courts during game play. When the whistle is blown by the teacher, the students will stop game play, put the gator ball at their feet, and look at the teacher for further instructions.
Collection: After activity, the equipment managers will collect their team’s pinnies and set them back on the bleachers in a neat pile where they had originally found them and place the gator ball back on the bleachers.
Entry: Upon entry, the equipment managers will distribute the pinnies to each member of their team. The Coach instructions will be set up in the left corner of the gym next to the stage. Upon entry, the coaches will meet at this corner, find out initial instructions, and relay the information to their team. The court will be divided into 3 sections.
Exit: After the lesson closure, the equipment managers will collect the pinnies from each member of their team and place them in a neat pile on the bleachers where they found them. The team floater will collect all of the pencils and exit slips and give them to me. After all the equipment has been put back and the exit slips have been collected, the students may line up at the door.
Transitions: The whistle will blow. The students will freeze where they are and set the equipment down at their feet. I will give further instructions concerning what to do or where to go next. When I say Go, the students will begin transitioning to the next activity.
Rules:
Consequences:
Grouping:
Team Contract:
o Coach- leads team and gives initial instructions o Scorekeeper- keeps track of team points o Trainer- leads warm-up and stretches o Equipment Manager- distributes equipment to members of team and returns equipment neatly where originally located. o Floater- fills in roles of students on team who is absent
Signals:
Safety Considerations:
Emergency Procedures:
In the case of a fire: Have the class line up in a single file line and take them to the designated area outside of the school. Take attendance and follow the school’s pre-set procedures.
In the case of a tornado: Have the class line up in a single file line and take them to the designated area. Take attendance and follow the school’s pre-set procedures.
Any other form of emergency: Follow the school’s pre-set procedures.
Terminal Unit Goal:
The students will be able to attack the goal in team handball by utilizing various passing forms (overhand pass, wrist pass, shovel pass, jump pass) to move forward up court and score on goal by using different types of shots (shoulder shot, underhand shot, jump shot, wing shot, fall shot). They will also prevent scoring by playing warm defense (1 arm’s length away) and defending the goal in a 3v3 setting by the end of the unit. (P) (NASPE 1, 3)
The students will demonstrate tactical awareness by recognizing tactical problems (attacking the goal, creating space, maintaining possession, defending space, and defending the goal) and articulating both the on-the-ball skills (short, quick passes, lead passes, give and go, fakes, shooting, warm defense) and off-the-ball movements (moving to open space, cutting, pick and roll, overlapping) needed to solve them through exit slips at the end of each lesson. (C) (NASPE 2)
The students will demonstrate self-responsibility by fulfilling their roles on the team contract (coach meeting at coaches corner, equipment manager attaining equipment for team, trainer leading team in warm-up) upon entry into the gym, and they will exhibit socially acceptable behavior and demonstrate positive examples of fair play by settling disagreements quickly by utilizing “rock, paper, scissors” during game play. (A) (NASPE 5, 6)
Content Map:
Psychomotor Domain: (NASPE 1, 3)
Cognitive Domain: (NASPE 2)
Affective/Social Domain: (NASPE 5,6)
Block Plan:
1. The students will advance the ball forward toward the goal by passing (overhand, underhand, shovel, and wrist) and receiving without dropping the ball in a 3v3 setting. (P1) (NASPE 1)
2. The students will exhibit socially acceptable behavior and demonstrate positive examples of fair play by settling disagreements quickly by utilizing “rock, paper, scissors” during game play. (A1) (NASPE 5, 6)
3. The students will identify key components of how to advance toward the goal in respect to off-the-ball movements (jab and move, cut) and on-the-ball skills (quick pass, ahead toward target) during the lesson closure by filling out exit slips. (C) (NASPE 2)
4. The students will advance the ball forward toward the goal by utilizing the give and go with a target player in a 2v1 practice setting. (P) (NASPE 1)
5. The students will demonstrate self-responsibility by fulfilling their roles on the team contract (coach meeting at coaches corner, equipment manager attaining equipment for team, trainer leading team in warm-up) upon entry into the gym. (A) (NASPE 5, 6)
6. The students will support their teammates by creating space to get open (v-cut, fake, overlap, pick and roll) in a 3v3 setting. (P) (NASPE 1, 3)
7. The students will score on goal by throwing the ball into the goal using five different shots (shoulder, underhand, jump, wing, and fall shot) during a 3v3 game. (P) (NASPE 1, 3)
8. The students will prevent scoring by guarding an opposing player using warm defense (one arm’s length away, between player and goal, arms up, knees bent) to intercept or block the ball during the final 3v3 game. (P) (NASPE 1, 3)
9. The students will defend the goal by demonstrating proper goal-keeping position (low stance, position to minimize shooting angle, attack the ball) during 3v3 game play. (P) (NASPE 1, 3)
10. The students will demonstrate tactical understanding to prevent scoring by locating and articulating where the defense and goal-keeper should be positioned and what each should do according to the situation given on a game scenario diagram. (C) (NASPE 2)
Instructional Materials:
A1 (NASPE 1, 2)
A2 (NASPE 2)
A3 (NASPE 2)
A4 (NASPE 2)
A5 (NASPE 5, 6)
(NASPE 2, 5, 6)
(NASPE 2, 5, 6)
Click for hyperlink
(NASPE 5, 6)
(NASPE 5, 6)
Assessment Plan:
After the initial pre-assessment, the 6th grade students were observed for 4 weeks during team handball. There were 3 courts, and each court held two teams. One court was assessed each lesson in order to receive accurate results. The skill execution criteria assessed were: the students’ ability to shoot on target using the shoulder shot, underhand shot, and jump shot (shooting low and hard, wrist snap, overhand throw/underhand throw, leaving the ground off one foot), the students’ ability to make short, quick passes to their teammates to advance forward up the court without dropping the ball, and the students’ ability to combine two movements such as catching and passing immediately. Throughout the 4 weeks, the students showed that they were able to shoot on a goal that was 3 feet wide. However, there were only one or two players on each team that shot low and hard using the shoulder shot and underhand shot. The jump shot was taught during a practice task, but it was only incorporated into the game by 2-3 players. The students had started the unit having difficulty with making short, quick passes. Towards the end of the unit, about 75% of the students could make short, quick passes to open teammates. The students were also assessed on the support and decision-making aspects of game performance. The criteria for support to be observed was: students support their teammates by being in position and creating space, use the give-and-go and various cuts, and spread out to use the entire court. By the end of the 4 weeks, the majority of the students had started to demonstrate some appropriate forms of support such as cutting, the give-and-go, and moving into open space. At the beginning of the unit, the students would crowd around the ball, but by the end of the unit, most of the students had started to create open space and spread out to use the entire court. Lastly, the criteria for decision-making that was to be observed was: the students pass to unguarded teammates when available and shoot on goal when appropriate. At the beginning of the unit, the students had to be constantly reminded to pass and move, and they were encouraged to shoot when it was available. By the end of the unit, the students had started to find and pass to open players and they would shoot when they found themselves in a good position. To assess skill execution, support, and decision-making criteria on an on-going basis, a skill checklist (see above A1) should be utilized and be focused upon one court (2 teams) each lesson. The checklist includes criteria from each aspect such as shooting at target, making short, quick passes to open players, moving forward to space after a pass is made, creating space to get open, deciding to pass to unguarded teammates, and shooting when in an appropriate position. (NASPE 1, 3)
Cognitive Domain: At the initial lesson, the students were pre- assessed on their knowledge and ability to describe solutions to tactical problems. After the first game of the first handball lesson, the students were asked guided questions such as, “What did you do to move up the floor quickly- what kind of passes worked the best?” The students had an opportunity to share their answers, and from the answers given, it appeared that those students understood the tactical problems and their solutions. These types of guided questions can be asked at the end of the initial game each lesson so the students begin thinking tactically. In order to assess all of the students, exit slips (see above) will be given at the end of the lesson for additional reinforcement. (NASPE 2)
Affective/Social Domain: The students sway back and forth between irresponsibility and self-control according to Hellison’s Model. The students were observed on how well they cooperated with each other and how well they respected themselves and one another. The students consistently argue with one another about the rules of the game and accuse the other team of cheating. There was name-calling if a pass was not caught and compliments were rarely given if a teammate did something well. The coaches of each team are to do “rock, paper, scissors” when a dispute arises. A class circle discussion should be incorporated into every lesson so that the students can each discuss an example of poor sport behaviors and how to improve it. The students will learn the levels of social responsibility according to Hellison’s Model. At the end of each lesson, the students will rate themselves based upon the level they think they are working at (see above). This will be done during a class circle discussion at the closure of each lesson. (NASPE 5, 6)
NASPE National Standards for Physical Education:
A physically educated person:
Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 3: Participates regularly in physical activity.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Resources:
Clanton, R., Dwight, M. (1997). Team handball: Steps to success. Human Kinetics, Champaign, IL. (p. 9-12, 42-50, 104-113)
Ministry of Education, Wellington, New Zealand. (n.d.) Teaching approaches. Retrieved November 20, 2008, from TKI- Sport Studies Web site: http://www.tki.org.nz/r/health/sport_studies/approaches/index_e.php#responsibility.
Jeffries, S. (n.d.) Team handball. Retrieved November 20, 2008, from http://www.cwu.edu/~jefferis/unitplans/teamhandball2/index.html.
Mitchell, S., Oslin, J., Griffin, L. (2003). Sport foundations for elementary physical education. Human Kinetics, Champaign, IL. (p. 19,50,51,156-167)
Mitchell, S., Griffin, L., & Oslin J.L. (2006). Teaching sport concepts and skills: A tactical game approach. 2nd Ed., Champaign, IL: Human Kinetics. (p. 10,23, 488-509, 525, 529)
National Association of Sport and Physical Education (NASPE). (2004). Moving into the future: National standards for physical education. 2 nd Ed., Mosby: St. Louis.
Teacher: Ashley Kuban Date of Lesson: 11/20/08 Lesson 3 of 3 Grade Level: 6 Class Size: 25-30 Instructional Approach: Guided Discovery School: Henry Defer Intermediate Streetsboro Time: 50 min.
Status: Approved Revise Redo & Resubmit Signature
Previous Lesson Focused on: Team Handball- Scoring Lesson Focus: Team Handball- Supporting Teammates Sub Focus: Creating Space
Lesson Objectives:
1. The students will advance the ball forward toward the goal by passing and receiving without dropping the ball in a 3v3 setting. (P1) (NASPE 1, 3)
2. The students will exhibit socially acceptable behavior and demonstrate positive examples of fair play by settling disagreements quickly by utilizing “rock, paper, scissors” during game play. (A1) (NASPE 4, 5)
3. The students will identify key components of advancing toward the goal in the receiving aspect (jab and move, cut) and the passing aspect (quick pass, ahead toward target) during activity transitions when asked by the teacher. (C) (NASPE 2)
4. The students will advance the ball forward toward the goal by utilizing the give and go with a target player in a 2v1 practice setting. (P) (NASPE 1, 3)
5. The students will demonstrate self-responsibility by fulfilling their roles on the team contract (coach meeting at coaches corner, equipment manager attaining equipment for team, trainer leading team in warm-up) upon entry into the gym. (A) (NASPE 4, 5)
6. The students will support their teammates by creating space to get open (v-cut, fake, overlap, pick and roll) in a 3v3 setting. (P) (NASPE 1, 3)
Teacher Objectives:
1. I will achieve less than 2% off-task behavior by providing with clear instructions and an effective demonstration. I will measure this using BALT-PE. (NASPE 3.4, 4.5)
2. I will demonstrate effective management (start/stop signals, entry/exit, equipment distribution, and group disbursement) to keep my transition and management time below 15% using BALT-PE. (NASPE 4.4)
Equipment Needs:
Distribution: The pinnies will be placed on the bleachers into 6 different piles based upon team and color. Upon entry, the equipment managers will distribute the pinnies to each member of their team. The Coach instructions will be set up in the left corner of the gym next to the stage. Upon entry, the coaches will meet at this corner, find out initial instructions, and relay the information to their team. The court will be divided into 3 sections. Two cones will be placed 8 feet apart from each other at each end of the 3 court sections to create goals. The gator balls will be located on the bleachers. Floor tape will create a dotted line in a semi-circle around each of the pairs of cones.
During activity: The students will be playing team handball at their home courts. The cones will remain at each end of the courts during game play. When the whistle is blown by the teacher, the students will stop game play, put the gator ball at their feet, and look at the teacher for further instructions.
Collection: After activity, the equipment managers will collect their team’s pinnies and set them back on the bleachers in a neat pile where they had originally found them and place the gator ball back on the bleachers.
Management:
Rules:
Consequences:
Grouping:
Team Contract:
Signals:
Safety Considerations:
Emergency Procedures:
In the case of a fire: Have the class line up in a single file line and take them to the designated area outside of the school. Take attendance and follow the school’s pre-set procedures.
In the case of a tornado: Have the class line up in a single file line and take them to the designated area. Take attendance and follow the school’s pre-set procedures.
Any other form of emergency: Follow the school’s pre-set procedures.
References:
Clanton, R., Dwight, M. Team handball: Steps to success. Human Kinetics, Champaign, IL.
Krause, J., Meyer, D., Meyer, J. (2008) Basketball skills and drills. Human Kinetics, Champaign, IL.
Mitchell, S., Oslin, J., Griffin, L. (2003). Sport foundations for elementary physical education. Human Kinetics, Champaign, IL.
Game 1: Advancing forward toward goal and scoring (3v3)
Practice Task Progression 1: V-cut (2v1)
Practice Task Progression 2: Overlap (2v0)
Practice Task Progression 3: Pick and Roll (3v1)
Game 2: Advancing forward toward goal and shooting (3v3)
Entry: Upon entry, the equipment managers will distribute the pinnies to each member of their team. The Coach instructions will be set up in the left corner of the gym next to the stage. Upon entry, the coaches will meet at this corner, find out initial instructions, and relay the information to their team. The court will be divided into 3 sections.
Warm-up: Time: 5 minutes Objectives Addressed: 1, 2, and 6
The coach of each team will meet in the corner and read the instructions for the initial activity and choice of three stretches. The coach will relay the information back to his or her teammates. The instructions will consist of playing keep-a-way with the three teammates. After 5 catches and throws, the person holding the ball will become the defender, and the other two teammates will throw back and forth. After each person has had a chance to defend, the trainer will begin leading the team in stretches. The book of stretches is located by the stage for the trainers’ reference, and they may choose 3 stretches to lead their team in. When I blow the whistle, the students will stop, set down their equipment, and wait for further instructions.
Transition: The students will be asked to sit down in their home court facing the center. I will choose one group of three to help with the demonstration while the other group(s) of three pay close attention. I will then begin reviewing the types of passing and catching the students did with Ultimate Frisbee to align it with the new game.
Introduction to Lesson: To introduce the lesson, tell the students that today we will be playing Team Handball, and it is a game where your goal is to invade or go into your opponent’s space and score a point in their goal. Have you played a game similar to this before? Yes, ultimate Frisbee. How did you play to make yourselves successful in ultimate Frisbee? What did you do to get open? Cut, go to an open area. What did you do to make it hard for the defender? Cut, short passes, quick passes.
Game 1: Advancing forward toward the goal (3 v 3) Time: 4 minutes Objective Addressed: 2, 4, and 5
1st Task Description: For this task, the goal is to move the ball forward towards the opponent’s space by passing and receiving with teammates to score a point in their goal without dropping the ball or taking more than one step. You will play 3 v 3. Defenders will be playing warm defense- one arms length away. Defenders are not allowed to knock the ball out of a person’s hands. If a defender does knock the ball out, nothing will happen. It is still the other team’s ball. However, just because the defender can not knock the ball out, does not mean that the offense can stand holding the ball. If a person is holding the ball for more than 3 seconds, it becomes the other team’s ball, and they will start at that spot. The team on offense is trying to pass the ball to each other in order to reach the other team’s goal by shooting below their waist and making short passes to teammates. The shooter must shoot from behind the dotted line. If the person’s foot touches or crosses the dotted line, the point will not count, and it will become the other team’s ball. If a pass is passed the length of half the court, it will become the other team’s ball. If a ball is dropped, it becomes the other team’s ball, and they will begin playing wherever the ball was dropped. When a point is scored, the other team will begin playing the ball from their goal.
Conditions:
Demonstration: Have 4 people demonstrate. 2 will be designated offense. 2 will be designated defense. Instruct the defense to play warm defense and not to steal the ball. Have offense reach the end zone. Point out how their passes were short and quick and how the students got open. Next show what will happen if the ball is knocked out of the opponent’s hands (No change of possession), and if a player stands for more than 3 seconds (Change of possession). As the students play, point out how they are restarting play and when a change of possession occurs. Point out how the students are cutting and moving to open areas to give their teammate an opportunity to pass them the ball.
When I say “go”, go back into your home courts and begin playing. The yellow team will start with the ball at their end zone. “Go”.
Refining Cues &/or Questions:
Cues:
Receiver:
Thrower:
Simplification #1: To make the task less challenging, allow the students to take 2 steps. Simplification #2: Have the students play 2 v 1. Simplification #3: Allow a point to be counted if through the goal below shoulder length.
Extension #1: To make the task more challenging, have the students play 4 v 4. Extension #2: Allow the students to knock the ball out of the opponent’s hands.
Assessment/Review: To assess the students, make sure that they are not dropping the ball when advancing toward the goal. If they are dropping the ball, the most likely cause is because they are having trouble getting open and are panicking when there is a defender near. If this occurs, pause game play and review the cues on getting open, cutting, and moving without the ball.
Practice Task: Creating space with a v-cut and taking a shot on goal (2v1) Time: 4 minutes Objective Addressed: 2, 3, and 6
2nd Task Description: For this practice, the students will be supporting their teammates and getting open by creating space using a v-cut. There will be two offensive players and one defender. One offensive player will serve as the passer. The other offensive player will be the receiver. The receiver will be guarded by a defensive player. For this task, the passer will be positioned at the top of the goal boundary. The receiver and their defender will be positioned on the outside wing. The receiver will use the v-cut to draw their defender downward toward the goal, and then they will pop back up towards the wing to create open space and receive the ball from the passer. After each person has been in the receiving position twice, they will begin to use the v-cut to create space and then take shots on goal. For the rotation, the passer will become defense, the defense will become the receiver, and the receiver will become the passer.
Organizational Diagram:
Refining Cues &/or Questions:
Cues:
Receiver
Passer:
Simplification #1 : To make the task less challenging, do not have any defense or have the defense only shadow the receiver.
Extension#1: Let the defense play warm defense. Extension #2: Let the defense try to steal the ball. Extension #3: Have a defender on the passer as well. Extension #4: Have the students shoot on goal after receiving the ball.
Assessment/Review: To assess the students, make sure the receiver is creating space by drawing their defender downwards and popping back up for their teammate. If the receiver is able to receive the ball while being open, that means they were able to create enough space between themselves and their defender in order to receive the ball from their teammate.
Practice Task: Creating space by overlapping with a shot on goal (2 v 0) Time: 4 minutes Objective Addressed: 2, 3, and 6
2nd Task Description: For this practice, the students will be supporting their teammates and getting open by creating space using overlapping. To begin, there will be two offensive players without a defender. As the students get the feel for the practice task, the defender will be added. One player will serve as the passer and the other will serve as the receiver. The passer will position his or her self at the top of the dotted goal line. The receiver will be positioned outside and to the left of the dotted goal line. The receiver will begin with the ball. The receiver will pass the ball to the passer. They will fake to the left, then make a “C” shaped loop around the passer and end up on the other side of the court outside of the goal boundaries. The passer will pass the ball to the receiver once they are open. After the students get the feel for this, they may begin to take a shot on goal after receiving the ball. For the rotation, the passer will become the receiver, the receiver will go in line for the passer, and the third student who was standing in line will become the passer.
Organizational Diagram:
Refining Cues &/or Questions:
Cues:
Receiver
Passer:
Simplification #1 : To make the task less challenging, do not have any defense or have the defense only shadow the receiver.
Extension#1: Let the defense play warm defense. Extension #2: Let the defense try to steal the ball. Extension #3: Have a defender on the passer as well. Extension #4: Have the students shoot on goal after receiving the ball.
Assessment/Review: To assess the students, make sure the receiver is creating space by faking and then creating a “c” shape around the passer and towards the goal. Make sure the students are making tight cuts around the passer and not making wide irrelevant cuts. If the receiver is able to receive the ball while being open, that means they were able to create enough space between themselves and their defender in order to receive the ball from their teammate.
Practice Task: Creating space with a pick and roll and a shot on goal (3v1) Time: 4 minutes Objective Addressed: 2, 3, and 6
2nd Task Description: For this practice, the students will be supporting their teammates and getting open by creating space using a pick and roll. There will be three offensive players and one defender. One offensive player will serve as the passer. The other offensive player will be the receiver. The receiver will be guarded by a defensive player. The third offensive player will set the screen for the receiver. For this task, the passer will be positioned at the right side of the goal boundary. The receiver and their defender will be positioned on the outside left wing. The passer will begin with the ball. One player will come and set a screen on the defensive player for the receiver. The receiver will cut off the shoulder of the player setting the screen and come towards the center. After the receiver has passed the player setting the pick, the player will turn and roll to be open. First the students will work on just setting the screen and getting the ball to the receiver. Then they will work on rolling after the screen and getting the ball from the receiver. As the students get the feel for picking and rolling, more defenders may be added so the students can see how it will work in game situations and make decisions.
Organizational Diagram:
Refining Cues &/or Questions:
Cues:
Screener:
Receiver:
Simplification #1 : To make the task less challenging, have the defense only shadow the receiver.
Extension#1: Let the defense play warm defense. Extension #2: Let the defense try to steal the ball. Extension #3: Have a defender on the passer as well. Extension #4: Have the students shoot on goal after receiving the ball.
Assessment/Review: To assess the students, make sure the defender is not able to continue to follow the receiver. Make sure the screener is staying planted with knees low and not moving. Make sure the screener is rolling after setting the pick. Make sure the receiver is coming off the screen in a path that allows them to get open for a pass.
Game 2: Advancing forward toward the goal and taking a shot(3 v 3) Time: 4 minutes Objective Addressed: 2, 4, and 5
3rd Task Description: For this task, the goal is to move the ball forward towards the opponent’s space by passing and receiving with teammates to score a point in their goal without dropping the ball or taking more than one step. You will play 3 v 3. Defenders will be playing warm defense- one arms length away. Defenders are not allowed to knock the ball out of a person’s hands. If a defender does knock the ball out, nothing will happen. It is still the other team’s ball. However, just because the defender can not knock the ball out, does not mean that the offense can stand holding the ball. If a person is holding the ball for more than 3 seconds, it becomes the other team’s ball, and they will start at that spot. The team on offense is trying to pass the ball to each other in order to reach the other team’s goal by shooting below their waist and making short passes to teammates. The shooter must shoot from behind the dotted line. If the person’s foot touches or crosses the dotted line, the point will not count, and it will become the other team’s ball. If a pass is passed the length of half the court, it will become the other team’s ball. If a ball is dropped, it becomes the other team’s ball, and they will begin playing wherever the ball was dropped. When a point is scored, the other team will begin playing the ball from their goal. If the students are scoring goals that are at the cone’s level, they receive 3 points. If the students score a goal that is below the waist, they will receive 1 point. The students will incorporate their new ways of getting open in game play. In addition to scores on goal, one point will be given for a v-cut, two points for an overlap, and 3 points for a pick and roll.
Conditions:
When I say “go”, go back into your home courts and begin playing. The yellow team will start with the ball at their end zone. “Go”.
Refining Cues &/or Questions:
Cues:
Receiver:
Thrower:
Screener:
Receiver:
Receiver
Passer:
Simplification #1: To make the task less challenging, allow the students to take 2 steps. Simplification #2: Have the students play 2 v 1. Simplification #3: Allow a point to be counted if through the goal below shoulder length.
Extension #1: To make the task more challenging, have the students play 4 v 4. Extension #2: Have the students only score by using the v cut or overlap. Extension #3: Have the students only score by using the pick and roll.
Assessment/Review: To assess the students, make sure that they are not dropping the ball when advancing toward the goal. If they are dropping the ball, the most likely cause is because they are having trouble getting open and are panicking when there is a defender near. If this occurs, pause game play and review the cues on getting open, cutting, and moving without the ball. Make sure the students are attempting to get open by staying wide and using the v cut, overlap, and pick and roll. If the students are standing stationary, they are not attempting to get open and support their teammates.
Lesson Closure: To close the lesson, ask the students to sit in a semi-circle around the teacher. Go over the important aspects of supporting teammates and creating space. Go over the different aspects of getting open and creating space and when you would use the v cut, over lap, and pick and roll. Have the students complete exit slips that pertain to the “what” and “how” of getting open and creating space to support teammates.
Final Transition Statement: When I say ‘Go’, the equipment managers will collect their team’s pinnies and set them back on the bleachers in a neat pile where they had originally found them and place the gator ball back on the bleachers. The students will then line up at the door and wait to be dismissed from class.
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