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Cross-Curricular Competencies:
Developing thinking: Students will develop strategies for ball control while dribbling, and will have to think
critically while performing a number of different dribbling tasks. Students will also develop their thinking by
multitasking by dribbling while moving (walking/jogging).
Developing Literacies: This lesson will develop the student’s physical literacy by working towards competency
in an athletic stance which will transfer to a wide variety of physical activities an promote physical activity life-
long
Outcome(s):
Outcome: PE4.6- Explore, express, and apply, with guidance, a variety of ways to skillfully move objects
while participating in movement activities, including at a:
Outcome: PE4.8- Refine the application of movement variables, movement concepts, and performance cues to
improve personal performance and to provide feedback to others.
PGP Goals:
2.2 Proficiency in Language of instruction
2.4 ability to use technologies readily, strategically, and appropriately
Safety consideration:
- All jewelry is taken off
- All students have shoes, barefoot not acceptable
- Playing surface and surrounding area is clean and free of obstacles.
- Protective mats are on end walls
- On-site supervision
- Basketballs have sufficient air in them
- Students work to their capabilities
- No Gum
Management Strategies:
- Basketballs will be handed out to students
- Students form 2 lines for handing out basketballs one in front of each teacher(2)
- Make sure when students work in general space that there is enough room in between each of them
- Students will face teacher when instructions are given
- Whistle is used for a signal to stop and listen
- Teacher will form groups by numbering students
- Basketballs will be returned by students in original lines one line at a time
Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.
Observation:
- Are students using their finger pads to dribble the ball?
- Are students in an athletic stance: knees bent, feet shoulder width apart, back straight
- Do students have control of the ball: ball at waist height, ball kept near to body, hand is not slapping
the ball
Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.
Hand out paper and ask students to write their name and the part of the hand that is used to dribble the ball
Have a picture of a “bad athletic stance” and ask students to identify and write two things wrong with the
stance.
Stage 3- Learning Plan
Main Procedures/Strategies:
Adaptations/Differentiation:
- Use a volleyball easier to bounce not as heavy
- Students who are struggling with one hand dribbling can use two hands
- For advanced students allow them to work ahead
- Challenge advance students by trying to keep their head up while dribbling
Closing of lesson:
Personal Reflection: My dribbling lesson went well but could use improvements for the next time I teach the
lesson. It went well as I was able to model the proper techniques and improper ways of an athletic stance and
dribbling a ball. Allowing to students to see improper techniques helped them understand what not to do. I was
able to recognize and stop the class to re explain dribbling movements as a lot of students were slapping the
ball. I also, walked around constantly and gave positive feedback to the students. Where this lesson could
improve was my class management as I tended to talk over students instead of waiting for their attention. I
could have also been more aware of when to switch to the next activity instead of relying on my lesson plan
timing. Students succeeded in some activities more quickly than expected and I should have moved on to the
next activity and allowed for more time in activities where students needed extra practice.
M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)