Megan Hart
TOWSON UNIVERSITY
Secondary Internship—Hammond Middle School—Mr. Furr
UNIT LESSON # in UNIT LESSON FOCUS LESSON LENGTH GRADE LEVEL # of STUDENTS
(lesson __of __) (minutes)
Basketball 1 of 1 Ballhandling and 50 minutes Middle School 25 students
Shooting 7th grade
National Standards addressed in this lesson:
National Standard:
Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement
patterns
Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to
movement and performance
Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and
others
Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge,
self-‐expression, and/or social interaction
Outcomes:
S1.M5.7: Throws, while moving, a leading pass to a moving receiver
S1.M6.7: Executes at least 1 of the following designed to create open space during small-‐sided game play: pivots, fakes,
jab steps
S1.M7.7: Performs the following offensive skills with defensive pressure: pivot, give and go, and fakes
S1.M8.7: Dribbles with dominant and non-‐dominant hands using a change of speed and direction in a variety of practice
tasks
S1.M9.7: Dribbles with an implement combined with passing in a variety of practice tasks
S1.10.7: Shoots on goal with power and accuracy in small-‐sided game play
S1.M11.7: Slides in all directions while on defense without crossing feet
S2.M1.7: Reduces open space by using locomotor movements in combination with movement concepts
S2.M2.7: Executes at least 2 of the following offensive tactics to create open space: uses a variety of passes, pivots, and
fakes; give and go
S2.M3.7: Creates open space by staying spread on offense, and cutting and passing quickly
S2.M4.7: Reduces open space on defense by staying close to the opponent as he/she nears the goal
S2.M5.7: Reduces open space by not allowing the catch or anticipating the speed of the object and person for the
purpose of interception or deflection
S4.M1.7: Exhibits responsible social behaviors by cooperating with classmates, demonstrating inclusive behaviors, and
supporting classmates
S4.M3.7: Provides corrective feedback to a peer, using teacher-‐generated guidelines, and incorporating appropriate tone
and other communication skills
S4.M6.7: Demonstrates knowledge of rules and etiquette by self-‐officiating modified physical activities and games
S4.M7.7: Independently uses physical activity and exercise equipment appropriately and safely
S5.M3.7: Generates positive strategies such as offering suggestions or assistance, leading or following others and
providing possible solutions when faced with a group challenge
S5.M6.7: Demonstrates the importance of social interaction by helping and encouraging others, avoiding trash talk, and
providing support to classmates
Main Objective(s):
I can: demonstrate proper ballhandling and shooting technique in drills and gameplay in basketball
Specific Objectives:
P: I can demonstrate proper dribbling and passing technique, and can demonstrate the BEEF cues when shooting
C: I can show my understanding of the acronym BEEF by giving my partner feedback when needed and when being able
to tell the teacher if asked
A: I can cooperate with my classmates to create a fun and safe, but competitive environment
Assessment(s): (attach actual assessment)
Students will be observed visually and corrected as necessary; this will allow the teacher to see what the students need
to improve on (formative assessment attached after references)
Checklist Log Entry Written Assessment
Self-‐Assessment Journal Entry Performance Task
Peer Assessment Project: Filming X Visual Observation
Safety/Rules/Procedures for THIS LESSON:
• Proper clothing (athletic clothes and sneakers)
• Properly warm-‐up body
• Spatial awareness (be aware of self, others, and objects)
• Be aware of moving (rolling, bouncing, etc.) balls
• Use names when passing to ensure they are alert
Resources/Equipment/Materials (include specific amounts and types)
• 25 basketballs
• 8 cones
• 1 whistle
Focus Skill Cues
• Dribbling
o Fingers—spread and use the pads, Low—keep ball waist level and below, Eyes—look up to see
opportunities, and Knees—bent in athletic stance
• Shooting
o B.E.E.F. (Balance—weight on balls of feet, Eyes—on target, Elbow—up in an L, and Follow-‐through—
hold hand up until the ball goes in
Lesson Vocabulary
• Chest pass
• Bounce pass
• Foul line
• Shooting (B.E.E.F.)
• Dribbling
E= Extensions R= Remediations SM= Specific Modifications for student/s with a specific disability
Time Plan (include formations/grouping)
4 mins. Students go to locker room and change
1 min. Take attendance (in class lines)
3 mins. Instant Activity: Students will go into this activity from class lines
Warm-‐upà Three laps with Basketball
1. Three laps with Basketballà
• Each student should grab a basketball and dribble around the four cones at each corner. Meet at
the middle after 3 full laps.
X X
Xà cones
X X
E: Increase the amount of laps
R: Decrease the amount of laps
SM: Wait to add the basketball until we have practiced the skills
Transition to Introduction/Objective(s): “Today we will learn/review the techniques used in basketball
including dribbling, passing, and shooting.”
2 mins. New Learning: (question to prompt higher-‐ordered thinking regarding objective)
Students will gather and sit in the middle of the gym and face the teacher.
“Raise your hand if you play or have played basketball on a team.” (response). “For those of you who have
never played, was dribbling while moving hard or easy for you?” (discussion).
Go over the dribbling cues (Fingers—spread and use the pads, Low—keep ball at waist level and below, Eyes—
keep your eyes up looking to opportunities, Knees—bend your knees so you’re in an athletic stance).
10 Activity 1: Students will still be in center of gym for instructions
mins. Dribbling Drillà 1. Relays and 2. Dribble knockout
1. Relaysà
• Groups of 6 students on opposite ends of the baseline (3 students on one end and 3 students
across on the opposite end)
• Students will be given a task (dribble with left hand, dribble with right hand, crossover dribble, etc.)
• When the student gets to the opposite side they should pass the ball to the next person in line
• First round will be walking, second round will be a relay
E: Dribbling to one side of the court and back before passing
R: Only dominant hand dribbling
SM: No race, just walk the whole time
2. Dribble knockoutà
• The students will start out using the full court; as more students are “knocked out,” the court will
get smaller
• Each student starts with a ball
• Students will attempt to knock their opponent’s ball away while maintaining their own dribble
• A student is out if: they lose control of their ball, they stop dribbling, or themselves or their ball
goes out of bounds
X X X
X X
X
Xà students with basketballs
X X X X
X
X
X X X
X
E: Smaller area to start
R: Doesn’t have to move; can remain stationary
SM: Can’t get ball knocked out
3 mins. Transition: After two whistles, the students gather and sit in the center of the gym facing the teacher
“Dribbling is a critical skill needed to be able to participate in basketball.”
“Is basketball an individual or a team sport?” (discussion). (TEAM)
“Does anyone know the two passes we can use in basketball?” (discussion). (BOUNCE PASS & CHEST PASS)
“We are going to work on both of these passes in the next drill.”
5 mins. Activity 2: Students will still be in center of gym for instructions
Passing Drillà 1. Partner Passing
1. Partner Passingà
• Students are in pairs behind the baseline, facing each other
• Two pairs can go at the same time
• Students will pass the ball back and forth using either bounce pass or chest pass (teacher will call it
out)
• Students should move down the court by SLIDING
E: Full court passes
R: Students can be closer together
SM: Students can use poly spots for bounce pass and try to bounce on the poly spot as a reference
3 mins. Transition: After two whistles, the students gather and sit in the center of the gym facing the teacher
“How do we score in basketball?” (discussion). (Making a basket)
“How many points can you earn from the foul line? The key/inside the arc? Behind the arc?” (discussion.) (1, 2,
& 3)
“Has anyone ever heard of B.E.E.F.?” (yes/no). “What does the B stand for? E? second E? F?” (Balance, Eyes,
Elbow, Follow-‐through)
“In this next drill we are going to be shooting, but remember to keep in mind BEEF.”
7 mins. Activity 3: Students will still be in center of gym for instructions
Shooting drillà 1. Dribbling vs. Shooting Relay
1. Dribbling vs. Shooting Relayà
• Students are divided into two equal teams; one team will dribble and the other team will shoot
• The shooting team will be attempting to make as many shots as possible from the foul line
(students are in a line—one at a time); the teacher will keep track of made baskets
• The dribbling team will take turns dribbling from half court to the opposite baseline and back (one
at a time); after each team member has dribbled, they should call “STOP” to the shooting team
• The teams will switch roles
• Whichever team has the most made baskets after wins
O
O
Xà shooting team
XXXX Oà dribbling team
O
O
E: 3 pointers instead of foul shots
R: Lay-‐ups instead of foul shots
SM: Students can shoot from anywhere they want
1 min. Transition: After two whistles, the students gather and sit in the center of the gym facing the teacher
If we still have time, say: “we are going to participate in a mini-‐game and incorporate the skills we learned”
(back-‐up activity)
If time runs out: see CLOSURE
25 Back-‐up Activity: Students will still be in center of gym for instructions
mins. Mini-‐gamesà 1. Knockout “King of the Court” and 2. Numbers
1. Knockout “King of the Court”à
• The whole class will line up behind one basket (the “King” basket); only the first two students in
line will have a ball at any time (the first two students will change throughout the game)
• The first student in line will shoot the ball from a designated spot (the foul line)
• Once the ball hits the rim, the next student in line can shoot their ball
• Those two students continue to shoot until one plater scores
o If the second player makes the shot before the first player, the first player is “out”
(meaning they move to the next court and continue practicing shooting); if the first player
makes the shot before the second player, then the ball is passed to the next person in line
and the second player continues to shoot
• The new player shoots the ball and the rules continue (the first person shooting needs to make it
before the next person, or else they are “out,” which means moving to the next basket to their
right)
• When a player is out, they will move to the basket directly to the right of them and play another
game with the people who are eliminated from the “King” basket
• Every time a student loses, they move one court to their right; any time a student is the last player
at any particular basket (besides the “King” basket), they can advance back to the left
O O
Oà Baskets
King Court Arrowsà where to go after loss
O O
E: First shot from three point arc
R: Shoot from a closer spot on first shot
SM: Shoot from anywhere for first shot
2. Numbersà
• Students are divided into two equal teams; one team on each baseline
• Each student will be given a number that corresponds with a player on the other team
• The teacher will call out a number and throw two balls onto the court
o The two students run to grab a ball and dribble to their basket to shoot
§ The first player to score earns a point for their team
• The team with the most points after each round (every number called) wins
Cà teacher throwing basketballs at center court
E: Have to shoot before a certain point
R: Doesn’t have to shoot, just has to dribble back to baseline first
SM: Not a competition
1 min. Closure/Review: After two whistles, the students gather and sit in the center of the gym facing the teacher
“Now that you all have learned some of the critical skills necessary in basketball, next class we are going to
participate in more game-‐like situations.”
“Who can remind everyone of the cues of dribbling?” (Fingers, Low, Eyes, Knees)
“Who can remind everyone what BEEF stands for?” (Balance, Eyes, Elbow, Follow-‐through)
4 mins. Students go to locker room and change
1 min. Student dismissal when bell ringsà from locker room or class lines
References:
http://websites.sportstg.com/get_file.cgi?id=2160920
Assessment:
Student’s Name: Dribbling Shooting
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Students are evaluated by the teacher throughout the lesson; they can receive 1-‐4 points in each category (dribbling and
shooting), which is described in the rubrics below:
Dribbling
1 Demonstrates one or less cues when dribbling a basketball
2 Demonstrates two out of four cues when dribbling a basketball
3 Demonstrates three out of four cues when dribbling a basketball
4 Demonstrates all four cues when dribbling a basketball
Cues: Fingers—spread and use the pads (1), Low—keep ball waist level and below (1), Eyes—look up to see
opportunities (1), and Knees—bent in athletic stance (1)
Shooting
1 Demonstrates one or less cues for shooting a basketball
2 Demonstrates two out of four cues for shooting a basketball
3 Demonstrates three out of four cues for shooting a basketball
4 Demonstrates all four cues for shooting a basketball
Cues: B.E.E.Fà Balance—weight on balls of feet (1), Eyes—on target (1), Elbow—up in an L (1), and Follow-‐through—
hold hand up until the ball goes in (1)
