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Game Category: Invasion & Territory

Grade: 10
Basketball Lesson
By: Renee Chang
Contextual Information: Lesson 2 out of 5 in the unit
Unit 3: Territory Games
Lesson #: 2 of 5
Movement Skill: Passing

Strategy or Tactical Problem: Getting into open space

Backward Design Question 1: What will students learn?

Curriculum Expectations:
B1. perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a
variety of physical activities;
B2. apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to
participate successfully in those activities.


B1. Movement Skills and Concepts

B1.2 Perform locomotor and manipulation skills in combination in a variety of physical activities while responding to external stimuli.
B1.3 Demonstrate an understanding of the phases of movement and apply this understanding to the refinement of movement skills in a variety of physical activities [PS]
B1.4 Apply appropriate movement principles in order to refine skills in a variety of physical activities

B2. Movement Strategies

B2.2 Apply analytical and problem-solving skills to identify and implement tactical solutions that will increase their chances of success as they participate in a variety of
physical activities

Learning Goals:
Today we are learning:
1) How to effectively and accurately pass a ball to a target/partner using various passes (i.e. chest, bounce, overhead)
2) How to receive a ball from varying locations, directions, and speeds.
3) How to use the appropriate pass in a given game situation (i.e. chest, bounce, overhead)

Guiding Questions: List 2-3 questions that frame students learning in the lesson.

What does a successful pass and cut look like?

What is the full sequence of passing and receiving?
What are the different ways to get into open space and why would you use them?
When and why would you use different variations of passing?

Instructional Components and Context

Readiness: What knowledge and skills will students have acquired from the previous lesson(s) (e.g. techniques for sending; strategies for gaining possession of an object; Terminology
they have learned)

Prior Learning: Students will have learned transferable strategies and skills such as getting into open space. Students will have learned in the first lesson the rules and basic
concepts of the game.
Terminology: ready position, eyes on target, follow through to target; providing a target; absorbing the force of an object; bounce pass; chest pass; overhead pass
Materials: basketballs; various size of balls; pinnies

Backward Design Question 2: How will we know students are learning?: Assessment and Evaluation
Assessment Success Criteria: (Identify success criteria for Movement Skill and strategy/ Tactical

Assessment Tool(s): This consists of a checklist to be completed by

instructors while movements and strategies are being done, responding to

Movement Skill Success Criteria:

a) Stance (stationary position):
- Feet slightly wider than shoulder width apart
- Knees bent, (like sitting on a toilet, performing a squat)
- Providing a target, hands out (chest height)
- Head up, eyes on ball
- Catch ball with two hands
- Cushion into chest
In Motion:
- Head up
- Eyes on the ball
- Shoulders facing towards the pass / meet the pass
c) Executing a successful pass and receiving a complete pass:
Passing (bounce/chest):
- Elbows pointed out
- Ball at chest level
- Take a step into the pass
- Finish with full arm extension with thumbs pointing down
- Aim for target, pushing with appropriate strength
- Chest - to partner/target
- Bounce - aim for about of the way to your partner/target
Passing (overhead):
- Ball above and behind your head
- Elbows pointed up
- Take a step into the pass
- Finish with full arm extension and thumbs pointing towards target
- Move towards ball
- Keep your eye on the ball
- Hands up to provide a target for passer
- Body squared to target
Strategy/ Tactical Problem Success Criteria:
How to successfully get open:

the guiding questions as a class, identifying key components to being

successful when performing these actions, and lastly with the completion of
their exit pass task.

- Observation Checklist for Success Criteria

- Think/ Pair/Share: Students respond to guiding questions - As a group identify the key steps and points in performing a
successful chest pass and bounce pass. Plus consolidation
- Exit pass: TAG it with a partner.
T - Tell a partner what they did well in regards to the learning
A - Ask any questions you have regarding the learning goals or
concepts introduced with your partner.
G - Give your partner a positive suggestion on improving anything
they have done in the lesson.
Line up in pairs at the door and tell the teacher one thing you
learned during the Tag it game.

- Read and observe how the defence is playing

- Put the defence on their heels by changing pace such as going slow then fast or vice versa
- Fake going one way and then go the opposite
- Sprint to an open space, suddenly stop and then go again

Backward Design Question 3: How will assessment and instruction be organized for teaching and learning?
Minds On: Activity to activating prior knowledge and recalling prior skills
Activity: Ultimate-Basketball 5 min.
- Introduce concept of passing
- Emphasize throwing in open space
- Practice evading, teamwork, and communication
Activity description:
- students are split into 3 or 4 teams of 5 or 6 (depending on number of students)
- there are two separate end zones in which teams can score inside
- students cant dribble the ball, they can only allowed to pivot and pass it down the court
- Defenders must have ball space between them and the player holding the ball
- Students must catch the ball with both feet in the endzone
- Once a team scores, it is the opposing team's ball and they can go in the other direction to score in the opposite end zone
Modifications ( to increase or decrease the level of difficulty)
- Add a 5 second limit to passes, 5 steamboats when guarding a ball. If it is not passed by then there it is a turnover.
- Students can walk if there is limited space and individuals have limited mobility
- Instructor may either increase or decrease playing area
- To increase difficulty state that each player must receive the ball before the team can score
- Different type of balls (various colors, sizes, textures, bell ball)

Action: TGfU model

GAME FORM: Castle Battle 5 min

- Introduce variations of passing with movement and distance

- Getting into open space (strategy)
- Applying in context problem solving skills while responding to external stimuli
Activity Description:
Set up:
- Students are divided into teams 4 teams, assigning each team a basket.
- Place balls in the middle of the gym. There should be 1 ball for every two players.
- If possible have each team wear a different coloured pinnie.
Rules of play:
- At the start of play, players must stay at their assigned basket until the instructor blows the whistle to begin
- When the instructor blows the whistle students can run into the middle to grab a ball
- Players are not allowed to dribble with the ball; to move the ball around the gym, teams must pass with their teammates.
- The object of the game is to score on the other teams baskets (castles) while protecting their own.
- There is no emphasis on scorekeeping but only building strategy for the game
- Teams must create and generate their own strategies to find a balance between offence and defense.
- All the regular offensive and defensive basketball rules apply.
- Divide the balls evenly between teams to begin the game
- Instructors can track baskets scored by and against a team to emphasize offensive and defensive principles respectively

SKILL EXECUTION: Passing 10 min

Purpose: (skills students will learn through the game)
- students will get the opportunity to practice passing a ball (using different types of passes)
- refine skills of receiving a pass from stationary position and moving
- promote teamwork as well as offensive movement
Activity Description:
- Hula hoops, bean bags and cones will be placed around the gym
- In groups of 4-6, all students will start at their home base on one side of the gym (relay type game)
- One person from each team will run to a hula hoop and be prepared to receive a pass from their team

- A student on each team will pass (chest, bounce, or overhead) the ball to their teammate inside a hula hoop (if it is a cone or bean bag, they have to keep one foot on the
item and pivot to receive the pass)
- If the ball is caught with two feet inside the hula hoop or successfully with one foot on the cone or bean bag, the receiver will run the item back to their teams home base
to collect 1 point
- If the pass is not caught, the player will retrieve the ball and bring it back to their team allowing the next person to run to an item
- The game will continue until all items are collected and points will be added up in the end to determine the winner

Chest Pass:
-hold the ball at chest height with both hands
-keep the elbows high and wrists bent
-push the ball straight forward to the receiver
-follow through with extended arms and flicked wrists (thumbs pointing to the floor)
-step in the direction of the pass for extra power
Bounce Pass:
-hold the ball at chest height with both hands
-keep the elbow high and wrists bent
-push the ball down and forwards to the receiver
-the ball should bounce approximately the distance to the receiver
-follow through with extended arms and flicked wrists (thumbs pointing to the floor)
-step in the direction of the pass for extra power
Two Hand Overhead Pass:
-hold the ball with both hands raised above and behind the head
-use both arms and core for power
-use fingers and wrists to guide the ball
-step in the direction of the pass for power
-follow through with arms extended forward
Modification (to decrease or increase complexity)
- Change the point system of the hoops (i.e. further hoops are worth more point since it will challenge students accuracy)
- Each team can only collect specific coloured hula hoops
- Modify distance or the hula hoops to help or challenge students
- Students can use different types of balls with various sizes, textures and colors

SKILL APPLICATION & CULMINATION: 5 on 5 Kings Court 7 minutes

- Students will develop the skill of reading and reacting to defences to get open by moving into open space (knowing how to get open when defence is playing a certain way)
- Students will learn how to make appropriate decisions about where, when, and which pass to use to increase the team's opportunity to score
- Students will further refine their fundamental basketball skills shooting

Activity Description:
- Get students to line up from shortest to tallest, number them off 1 to 4, then 4 to 1 and so on
- It is a regular game of basketball, all basketball rules apply. The only thing different is that teams cannot dribble, they must pass to their teammates to advance the ball.
- Students discuss amongst themselves to create boundaries for the game, can use lines or walls in the gymnasium. They also must agree on a whether shots taken from
behind the three point arc are worth more than shots taken within the arc.. Games are self regulated, teams make their own foul and violation calls.
-Games will be timed, no score limit.
- Play a best of one game of rock paper scissors to determine who gets possession of ball first.
- At least one pass must be made before a team can attempt to shoot.
- An offensive team may continuously shoot at the basket for as long they get the offensive rebound. They may shoot until the defensive team secures the rebound and may
shoot again once they regain possession of the ball.
- When a basket is scored, the possession goes to the team that was scored upon. The team will inbound (pass) the ball from underneath their basket to restart play.
- The game continues on until the time is up.
- The winners of each game will move clockwise unless they are at kings court. The losing team will move counter-clockwise.
- If the game is tied when the time is up, a best of one game of rock paper scissors will determine the winner/loser.
- If number of students in class are too low, can make modifications and play a game(s) of 4 on 4, or use one net for a game of 3 on 3.

COOL DOWN: Group Stretch - 5 minutes

- Help lower heart rate, increase range of motion, and prevent injuries

- Get students to form a circle

- Ask for a volunteer to lead the class in some stretches. Hold each stretch for at least 10 seconds.
- Count out loud together to build group cohesion
- Teacher can choose to lead as well

Consolidation: (include amount of time needed) Questions to pose to students to consolidate learning and strategy e.g. group discussion; think/ pair/ share.
1) In a situation where the defender is playing hard defence and tight on you, what type of movement would be most effective in getting open?
2) What strategies did you find to be successful in scoring in the 5 on 5 game?
3) What are the things to consider when attempting to pass the ball to a teammate cutting into open space?
4) What does a good pass look like, and what does it look like to receive a pass?
Self Reflection: ( to be completed after Micro-teaching)
What parts of your lesson were successful in helping your students learn and maximizing their success?

What instructional decisions were successful in meeting the needs of all students and maximizing participation?

Reflect on your planning and delivery of the lesson and record any changes/modifications that you might make as you continue move forward with lesson delivery.