PSU

TEACHER WORK SAMPLE

Your First and Last Name: Ms. Warrick

Date Submitted: 4/30/18

District where you completed

Columbus USD 493
the TWS:

Name of School Building

where you completed the Columbus Unified High School
TWS:

Content Area of your TWS: Physical Education

TWS Unit Topic: Basketball

Grade Level of the Classroom

/ Students in Which the TWS 9-12 Coed
Unit Was Completed:

Pittsburg State University Teacher Work Sample 1

I. Contextual Information and Learning Environment Factors

A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)
Community
The community of Columbus is a very quiet and very close-knit town. Columbus has very few businesses, and many in the past have run-down and are no longer
in business. The Health Clinic, Carpino Ford, USD 493, and Crossland Construction are the top employers in Columbus. The town has its own Police and Fire
Department. Within the town of Columbus, there are two Elementary Schools, one Middle School, and one High School. There are many other School Districts
within the close proximity.

District
The District very well structured and makes sure that the schools are very well kept. The offer free and reduced lunches for all students. They have 4 separate
buildings. Park Elementary is PK-1, Highland is 2-5, Central is 6-8, and then Columbus High School is 9-12. There are 987 students total in the district, 50.25%
are females and 49.75% are males. Over half of the student population is economically disadvantaged and about 17.85% have disabilities.

School
Columbus Unified High School has 293 students total, 50.17% are males and 49.83% are females. The majority at 86.01% are white, 9.56% are of other
ethnicities, 3.41% are Hispanic, and 1.02% are African American. In the high school about 17% of its students have disabilities. The school is very well kept, but it
doesn’t have a lot of the resources that other schools in the surrounding area have. It has one gym where my cooperating teacher and I share with the other high
school PE teacher.

Table 1.1 Class Contextual Information (limited to 1 page)

Grade level _9-12__ Content area (e.g., mathematics) ____Physical Education________ Topic (e.g., geometry)__Basketball___
Age range of students __15-18___ Number of male students ___15____
Total number of students ____18____ Number of female students ___3___
Percentage of students receiving free lunch __________ Percentage of students receiving reduced lunch______________
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban _____ Suburban ______ Rural ______

Pittsburg State University Teacher Work Sample 2

Ethnicity of students (give numbers)
Language proficiency of students (give
numbers)
__2__ African American or Black ______ Hispanic or Latino
______ Native American/Alaskan Native _16__ White
______ Asian or Pacific Islander ______ Other (specify) __________
__18_ Fluent English Proficient ______ English Language Learners

Identified special needs categories
represented (give numbers)
_______ Specific Learning Disability
_______ Hard of Hearing
_______ Deaf
_______ Deaf-Blind
_______ Other Health Impaired
_______ Multiple Disabilities
_______ Brain Injury
_______ Established Medical Disability (0-5 yrs)
___14__ At risk for developmental disabilities
_______ Speech/Language Impaired
_______ Visually Impaired
_______ Orthopedically Impaired
_______ Emotionally Disturbed
_______ Autism
_______ Mental Retardation
_______Gifted
_______ Developmentally Delayed
_______ Other (Specify)_______________

Subgroup Selected (describe the group): The first subgroup I selected was for whether they had any experience with the game of
basketball or not. Instead of a second subgroup, I decided to select a focus student. I selected one student out of the class who is one of the
at-risk students and who is also not very athletic at all. He however enjoys the lifetime class and always participates and has a great time.

Rationale for Selection: The reason I chose the subgroup, was to see if they had any prior knowledge or skills of the game of basketball.
Some students may have knowledge about the sport itself, but may not have experience playing the sport, so I wanted to see the difference
in their test score and skill levels at the end. I chose the focus student because although basketball is his favorite sport, he isn’t very
coordinated and he doesn’t know much about it. I wanted to see how we would physically develop throughout the unit.

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 Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.

Table 1.2 Student Characteristics for Whole Class (limited to 1 page)

Student Characteristics
Intellectual Characteristics
- Including readiness,
cognitive abilities, learning
needs, developmental levels,
etc.
Specific Descriptions
This class normally has a few students who come over a bit early, who already change and get ready, then just a few
minutes before for the bell rings, the majority of the class has arrived, and then there’s always just a few stragglers
coming out while the rest are running laps. As a whole, they can be a bit immature, but they know when to get
serious. They like to play a game of knockout, everybody does, before class actually starts. Just watching them
shooting, shows what little developmental skills some of them have. No matter what level of ability these individuals
have, they all try to do their best.

Previously demonstrated Only two of the students have IEP’s, but they are not limited in terms of their skill level. When it comes to
academic performance/
performance in the class, the class is pretty evenly distributed throughout.
ability:
% Above standard _____
% Meets standard _____
% Below standard _____
Social Characteristics Two of the girls are usually inseparable, but if they are placed in different groups, they don’t have any problems with
- Including emotional,
being apart.
attitudinal, motivational, etc.
There are no issues in the class, everyone gets along and they all work well together. Sometimes others get frustrated
if some can’t keep up, but they usually keep to themselves about it.

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Personal Characteristics
- Including physical, social, The class is coed, they all get a long and were very social with one another, not one student was left out. Most of the
individual experiences,
students in this class are at-risk and don’t have much, and most of them were nonathletic and also came from
talents, language, culture,
family and community different ethnic backgrounds. Two out of the 18 students are diverse. The school district as a whole is pretty diverse.
values, etc.

The socioeconomic status of this school is that of lower middle class. Many of the students’ parents don’t obtain jobs
or they are frequently in-between jobs. Very few I would consider upper middle class.

B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
This class is one of those classes that aren’t hard to control and aren’t set out to make your job hard every day. This group is pretty social, they
all get along and there are usually no disruptions during class. When it comes time for instruction and the activity of the day, they know that it is time
to listen and get to work. It is a great group of kids that like to cooperate and do as they are asked. There are only 3 girls in the class, so sometimes
they aren’t really up for the activities because they are mostly based off of seasonal sports, however with that being said, they still participate and try
and make the best out of it. For partner/group activities, they like to try and pair up with their buddies, so we avoid giving them the option to pick
their own partners and do it ourselves.

C. Sub- Groups/Students Information

Describe this
Why was this
subgroup/student
subgroup/student What was learned about this subgroup/student?
using information
selected?
from Table 1.1

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 Have or do not have The reason I chose the Intellectual
There are a few students who have played the sport before and actually play
subgroup, was to see if
any prior experience
on the high school team, they tend to be more engaged and want to do more.
they had any prior
within or outside the
knowledge or skills of
school. the game of Social
The students that have played before try to get with other students who
basketball. Some
have also played before, leaving those who have no experience to pair with
SUBGROUP students may have
or others at their same level.
knowledge about the Personal
FOCUS
STUDENT sport itself, but may The students that have more experience outside of the class were more
not have experience focused on the more intensive drills rather than the basics. The students
playing the sport, so I with no experience were eager to learn the basics of the sport and were very
wanted to see the eager to see what was coming next.
difference in their test
score and skill levels
at the end.
SUBGROUP The focus student is one I chose the focus Intellectual
or This student tends to be more focused during PE and is always eager to get the
of the at-risk students student because
FOCUS
class started. He has no problems with anyone in the class and doesn’t pose any
STUDENT and who is also not very although basketball is
issues with the teachers.
athletic at all. He his favorite sport, he
however enjoys the isn’t very coordinated
Social
lifetime class and and he doesn’t know This student is somewhat socially awkward and sometimes gets
always participates and much about it. I embarrassed if he messes up. However, he has a lot of friends in the class
has a great time. Can wanted to see how we and doesn’t have any issues with engaging in activities.

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 sometimes be socially would physically Personal
With this student, I don’t have to tell him more than once to get going with
awkward. develop at the end.
an activity, he is one that comes in ready to go and even asks a few minutes
before our starting time if it is ready to begin the warm-up laps. He
sometimes jokes with the other students, but I never need to redirect him.

D. Narrative Implications for Sub-Group’s/Focus Student’s Instruction (limited to 1 page)

It is important that during the drills and activities, I keep them interesting and challenging enough for the students who have more experience, but
basic enough that I am not going over the heads of the students who have no experience. Doing too much at one time will cause the students to
become lost and they will lose interest in the activities. Most of the drills have more than one level, so if the students master the first level, they can
move on to the next while others are still at level one. For my focus student, it is important that I keep the student on task, which won’t be an issue,
and I need to make sure that I am differentiating instruction well enough so that he understands. It would be beneficial to make sure to pair him with
another student who has more experience. This will not only help myself out, but this will give the student peer instruction, which can sometimes be
more helpful for the student.

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II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
In this unit, there is a broad range of objectives. They range from rules, to dribbling, to shooting technique, to passing, to defenses, and defensive
footwork. The reason for these specific objectives, is that they cover the majority of the basics of basketball. I believe that at the high school level the
students should already have the basic rules and fundamentals of the game down, however it is important to go over those rules and fundamentals in
the case that some do not obtain those fundamental skills and knowledge of the rules. I also believe that it is important to cover as much as I can
about the sport, so that we aren’t just focusing on a couple of things and they are able to experience more, however the shooting portion of the unit
will be more extensive to ensure that knowledge of proper shooting techniques is being retained.

B. State Objectives Here: Focus should be on student performance – not activities. What will students know or be able to do? (limited to 1 page)

Level(s)
Obj.
Unit Objectives (e.g. Bloom’s
No.
Taxonomy)
The students will be able to demonstrate an understanding of the rules and fundamentals of the game of
1 basketball by achieving a 75% or higher on a written test created by the teacher. Knowledge/Co
mprehension
2
The students will be able to demonstrate correct shooting technique during drills and game-like activities. Application
3
The students will be able to demonstrate correct footwork during defensive drills and game-like activities. Application
The students will be able to demonstrate correct passing and receiving of the ball during drills and game-like Application/Syn
4
activities. thesis
The students will be able to demonstrate the proper defensive and offensive communication during drills and Application/Syn
5
game-like activities. thesis

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 Pre-Assessment: Written test
Le T Lesson
Instructional Activities/
sso Date R Objecti
Strategies
n I ve(s)
This day was pre-assessment day. I
also jumped right into the first
2/5/
1 T, I 1 lesson. I spoke, then I demonstrated
18
and I also spoke again during the
demonstration.
Instructional strategies for this day
were just like the first day. I spoke
2/8/
2 T, I 1, 2, 4, 5 about the activity and then I
18
demonstrated and spoke during the
demonstration.
Instructional strategies used for
today’s activities were just like the
past two days. However, after I
demonstrated, I used a group of five
2/12
3 T, I 1, 3, 4, 5 students to demonstrate for me as I
/18
spoke. A lot of teacher observation
went on. During the actual drill, I
walked around and gave feedback to
the students on their technique.
The instructional strategy for today,
started out again with teacher
Pittsburg State University Teacher Work Sample
demonstration and then moved to
peer demonstration while I explained
2/15
Formative
Describe Specific Adaptations/
Assessment
Differentiation
(formal/informal)
I picked the groups myself, so the
students who were more experienced
wouldn’t try to group together. For the
Formal lesson, the skill level of the students did
not matter.It would actually benefit the
lesser skilled students to be paired with
those with a higher skill level.
I chose the same groups as the time
before. This day was used to continue
working on the fundamentals of shooting
a basketball. However, today was a little
faster paced. During drills, I sped up the
Informal passing transitions because the students
had picked up on the drills quickly the
time before. Due to how quickly the
learned the basics of this skill I knew it
wouldn’t be an issue to start them out
with more of a challenge.
Today we started at a level 1 pace. They
were to follow the ball and use the proper
footwork to get to the appropriate
position. When I saw that the students
were grasping the concept, I had them
Informal
pick up the pace, bumping them up to a
level 2 speed. During this level, they had
to use a lot of communication. I could see
they were getting lackadaisical with their
footwork, so I had to slow the pace down.
In today’s lesson, I stressed the
importance of defensive communication.
Communication can make or9break a
team. It is important to communicate
during the defensive drills so that way the
C. Identify State Standards – Benchmarks Addressed by Unit Objectives – How do objectives address these standards? (limited to 1 page)

Table 2.1 – Instructional Design – Unit Plan

T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields

Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)

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II. E.
Why are the lessons sequenced in this
manner?
II. F.
What learning strategies were incorporated
into this unit?
How do the instructional strategies/activities
address the learning objectives for this unit?
II. G.
How will critical thinking and problem
solving strategies be implemented? Give
specific examples of use.
II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific
examples. (Remember that using text is not a
reading strategy)
How will technology be integrated within the
unit? Explain both teacher use and student
use.
How does the unit demonstrate integration of
content across and within content fields?
II. J.
What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the whole class?
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What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the identified
The lessons are sequenced in this manner because the students are at an age where they already
know how to dribble a basketball, so starting out with the proper way to shoot was the best
way to go.
The learning strategies that were incorporated into this unit were teacher based, where I spoke
about the drills/activities of each lesson and then I used teacher demonstration with this as
well. I also used peer/student demonstrations. This allows each student to watch their
classmates work through drills if they are unfamiliar with it themselves.
The instructional strategies and activities of the unit address the learning objective, because
they were designed specifically for each objective. For example, the first free throw drill was
used to as a step process to work on shooting technique, working on setting the ball on your
fingertips, elbow bent and in, other hand used as a guide, and then the follow through.
Critical thinking and problem solving will be demonstrated through drills like defensive man
to man or the different types of zone defense. During these drills, the students have to figure
out how to communicate with one another to be able to transition through drills and from
defense to offense, successfully. It will also be implemented during the shooting drills. In order
for the students to be able to shoot accurately, in a consistent manner, they must think about
the motion they use and the stance of their body.
None
The technology integrated into the unit was the use of the sound system. The students tend to
stay involved in our activities more if we play music through the system, for them to listen to.
It is kept at a volume that they are still able to hear myself instruct and also when it is time to
change to a different drill.
None.
During the shooting drills, if it was apparent that students were struggling, instead of allowing them to
move on, I had them work on drills off of the wall focused on the students aiming at a specific spot and
following through. This also showed them the importance of using the same motion. If they moved
their dominant elbow out, then the direction of their shot would be different, but if they kept it tucked
in appropriately, then their shot would be more consistent and accurate. For the students that were a
little more advanced in the drill, I allowed them to work on other types of shots, such as three-point
shots, or shots on the top corners of the “lane”.
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For my focus student, I used one on one time during drills he had struggled with and I even had one of
the more skilled students’ help with demonstrating techniques for this student. With this, he could see
Narrative for Instructional Design

Provide a copy of two complete detailed lesson plans in Appendix B.

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III. Teaching and Learning

A. Narrative: Daily Teaching Reflections (limited to 4 pages)

Day 1:
Today the students took the pre-test and we went over the skills checklist that I will be using to observe and keep track of each student.
After the pre-test, I explained how the unit was going to go and what I was looking for. We then began with shooting drills. The
students worked on the proper shooting technique and how to consistently use the same motion to improve accuracy. The first shooting
drill was the free-throw drill. The students started out a couple feet in front of the basket and had to make three shots in a row, using
the correct shooting form. After they made three in a row, they were able take a couple of steps back and do the same in that spot. They
repeated this until they reached the free-throw line. There, they had to shoot five shots and record how many they made out of five.
Once everyone had finished, we moved onto post shooting drills. These drills were more group oriented, while the free-throw drills
were more individualized. They involved passing and simultaneously drop stepping and dribbling. I think today went really well. Some
of the students struggled a little during the first drill, so it took a little longer than expected to get through the drill, but there was still
plenty of time to get through the second drill. The students worked together and learned from each other. They got to be social as long
as they didn’t stray from the focus of the activity. Overall, it was a very productive day of learning.

Day 2:
Today we started with free-throw shooting as a recap of the time before. While they were shooting, I spoke about the time before and
just gave an overall recap of everything and the importance of it, and how today would be very similar. It was another day for working
on shooting technique and the proper way to shoot a lay-up. Much like the day before I talked about how to shoot a lay-up and then I
demonstrated it myself. I then used a different student than the time before to demonstrate once more for the class, while I walked
them through the steps. Today went well. There were no issues with the concept of the drill. Everyone participated in each drill and
activity that we went through. The more advanced students began helping the less skilled students, without my instruction. They really
stepped up today and became leaders.

Day 3:
Today we started defensive drills. I split the students up into the same groups as the two days before, to make it easier for them and
myself. Once in their correct groups, I went over the explanation of the today’s activities. It took the students a little more time than
expected to grasp the communication factor of the drills, so everything went a little slow. Some of the more skilled students became a
little frustrated at this, with that being said, they didn’t speak out and kept to themselves. This day seemed to be long, for the sheer fact

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that some of the students took a little longer to understand everything. Today was a struggle for everybody. Everyone was getting
frustrated with one another and tensions were higher than normal for this class. I let them take an early drink break to cool off a little
so we could continue the drill. After today’s drill, I sat the class down bfore it was time to change, and I went over again the reason for
the lesson and the steps.
Day 4:
Starting out, the students took a quiz over the basic defensive stance. After the quiz, we recapped on the time before and then jumped
right into the next defensive drill. Today went much smoother than the day before. They were all pretty active and talkative. It seemed
that everyone was a little more patient with each other as well, which helped out tremendously. Everyone kept interest in what we were
doing and there was no fussing. I had to work one on one a little with my focus student. He was having trouble with transitions when
the ball would be passed to a different spot. It didn’t take him long to get it down and then he was back with his group. The rest of the
day went really smooth and overall it was a productive day.

Day 5:
Today was the final day of the unit. The students took a summative assessment and then we talked about scrimmaging. I split the
students up into three even groups of 6. While two of the groups were scrimmaging, I had the third group split up into two groups of 3.
One group started reffing for the first 2 ½ minutes of the scrimmage, while the other half of the group was off the court, at a sideline
basket, practicing free-throws and lay-ups. Each group had the chance to play one another, and each group also got the chance to ref.
The time limit for each scrimmage was five minutes. At the end of today, we went over some important aspects of the unit, including the
assessments.

B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
Rules will be posted somewhere on the gym wall, where it is clear for students to see. Rules and expectations will be gone over at the
beginning of the semester so students know what is expected of them from the start. Students should come to class with positive
attitudes, arrive ready for physical activity, use equipment properly and safely, encourage and praise other, they should be good
followers and good leaders, and finally, always have an open mind for each and every activity. I want to make this all an equal and fair
as possible. I believe that issues should be handled in the classroom, unless they are too severe. Along with that, I believe that principal
involvement should be the last resort. The first step for my discipline strategy would be to take care of the situation myself. If that does
not work then I would move to having the student perform another activity by his/herself, until he or she can rejoin the class. If further
redirection is needed, then the student will sit out for the remainder of the class period. Once again, the absolute last resort would be to
involve the principal. Building relationships with students is a great way to keep them engage and feel important in the class.

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Practicing what I preach and keeping the overall environment of the class positive and fun will have a positive effect on the students in
the aspect of wanting to come to class and participate in activities.

C. Student Interaction and Engagement (Strategies for promoting student to student interaction and student motivation) (limited to 1 page)
Allowing students to have a chance to pick their own groups or their own activities from time to time and giving them leadership roles,
gives them a sense of responsibility and allows them to have a say in how they stay active. It helps to promote future physical activity
later on in life. For PE, it’s a great idea to allow them to make up a game or find one that they really like and have them teach it to
class. Getting involved myself during classes can keep the students engaged and involved. They will see myself getting out there and
doing the same activities and think that if I can still do it, then why can’t they. Building a professional relationship with each student
and letting them know you care, can do wonders for their participation in class. Positive words of praise and encouragement being
thrown out constantly, to each student, letting them know constructively when they are in need to fix something to better their skill. It
keeps them wanting to come back to class because they get something out of it. Whether it is physically, which is the most ideal, or even
if it’s just the internal need for words of praise that they receive in my class. It keeps them on task and motivated.

D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
Putting students into groups or partnering them up with another student can promote student to student communication. Each student
needs some sort of social interaction with others, and putting them into groups can help with just that. They can be given tasks in the
groups that they have to communicate to the other group, and every student in the group should get a task so that way not just one or
two people are doing everything for the group. Putting them in groups or in partners, allows them to bring their own ideas and put
them together to work out problems and find better solutions.

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Narrative: Analysis of Assessment
E. Pre-Assessment
Overall analysis of results.
Discuss the results in reference to
the learning objectives.
Describe how pre-assessment data
was used to proceed with instruction
for all students.
What is the plan to differentiate for
all learners?
F. Formative Assessment
Overall analysis of results.
Discuss the results in reference to
the learning objectives.
Are students learning what was
intended they learn?
Discuss any adaptations based on the students, I lessened the intensity by slowing down the pace, so that way they were able to do the footwork
results of formative assessments.
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Overall the students did really well on the pre-assessment. The average of the whole class was 83%. The
students who had more experience, had an average score of 92%, and the students who had less experience
had an average score of 83% as well. My focus student scored a 58%. Every student, except for my focus
student, met the 75% or higher standard.
Referring to the learning objectives, the students have a good knowledge base about the rules and basics of
the game of basketball, based off of the pre-test results.
With the results of the pre-assessment data, it showed me that I wasn’t going to need to spend a lot of time
on instruction and that the students would be able to pick up on the drills fairly quick.
Not spending so much time on instruction, and providing drills that obtain different levels of skill, so that way
everyone can move at the pace needed for them to succeed.
All of the students scored a 75% or higher on the 6, questioned acronym quiz I gave them. The test showed
me that the retained the information, but through observation of the drill, it appeared that when actually
performing the task, they had a hard time remembering what to do.
The test results did show that the students knew the cues, but like I said before, during the actual drill they
had a tough time getting the steps down. However, at this point the pace of the drill had been sped up and
that is when the less experienced students had begun displaying issues. When the pace was slower, they had
no problem with the footwork. So, with that being said, I do believe that they are learning what is intended
for them to learn and that their tests are displaying the correct results, the students just need more time to
adjust to the quicker paced drills.
Once it became apparent that the pace of the defensive drills seemed to be a bit too intense for some of the
correctly.
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Identify differentiation needed to More time for the slower paced portion of the defensive drills, and I could have even taken them off to the
help all students meet the goals and side and spent some one-on-one time with them. Saying the steps/cues as the drill was going on, to help the
objectives of this unit. students remember exactly what step comes after another.

G. Summative Assessment
The disaggregated data showed that everyone, except for a few, already had a good knowledge base over the rules and
What did the disaggregated data of basics of the game of basketball. My focus student didn’t do so well on the pre-test, and only went up one point on
the assessment reveal? the post-test. However, he did make obvious improvements during the actually activities.

Referring to all of the learning objectives, the students made improvements in each one of them. Out of the 5, I would
Discuss the results in reference to say they made the most improvements in their shooting form, but you can see by the assessment data, that the
the learning objectives. students made improvements all throughout the unit.

I do believe that all of the students learned what was intended for them to learn. Although only a couple of
Did all students learn what was the test scores had gone up on summative assessment, I knew from observation of my students, that each
intended they learn? Explain. and every one of them improved from start to finish.

Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.

H. Visual Representation of Disaggregated Data

Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for the

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Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

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IV. Self-Evaluation and Reflection

A. Narrative description of Successful Activities and future implications

Based on the analysis of all the assessment

results, identify TWO learning objectives
from the unit students were most successful.
Objective 1: Shooting Technique
Give more than one reason for each of the successes identified.
Only a couple of the students had a tough time with making their 3 shots in a row to move on to
the next spot, and the rest of the class picked up on the drill really well. With this being said, I
believe that they listened to my instruction very well, and they also had help from the classmates
that have a little more experience than they do, so they were getting two forms of instruction.

Objective 2: Rules of the Game
The students’ pre-test scores were better than I had expected. They have a lot of knowledge about
the sport, no matter how unexperienced they are at the game. It showed me that they had an initial
interest in the game already. During the scrimmage, I had allowed the students who were not yet
playing, to ref the game. They made all of the correct calls, without help from me or my
cooperating teacher.

Discuss at least TWO things to do differently in the future to extend these successes to continue students’ academic growth.
I would incorporate more levels for the students to move on to, so that way they can continue learning at different skill levels and different
paces. I would also extend the time frame for the slower paced portion of the defensive drills and only allow a couple of minutes for the
quicker paced level of the drills. I feel this would help the students further develop the memory of their footwork.

B. Narrative description of Least Successful Activities and future implications

Based on the analysis of all the assessment
Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.

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Objective 1: Defensive footwork This was specifically difficult for the students who have no playing experience. They had an issue
when we sped up the pace of the drill, and they began leaving out their footwork to make it to the
correct position on time.

Objective 2: Defensive and Offensive The students couldn’t work together and communicate. I had some who were speaking and others
communication who weren’t saying a word at all. It appeared that they were too shy to speak or they were afraid
they were going to say the wrong thing, which made things very tough.

Discuss at least TWO things to do differently in the future to improve students’ performance.
I would incorporate the defensive techniques into the warmup. I feel that we didn’t have enough time to make sure we got it down properly,
so that would be a good way to incorporate every day throughout the unit. I would incorporate a few of the basic offensive plays, so that way
they could experience them during the scrimmage day. Defense needed two whole class periods, so I would have taken one of the shooting
days and condensed them down to one day, so that way I could include a day for offensive drills.

TABLE 4.1 Communication Log

Follow Up
Result or Impact on (if
Date Person Contacted Method of Contact Reason for Contact Instruction necessary)
NONE
Add rows as needed

C. Narrative Reflection on Impact of Communications (limited to 1 page)

I believe that is it very important to have good communication between yourself as a teacher and your students. Letting them know how they are
doing in your class, keeps them involved in the outcome and also keeps them motivated to keep doing what they are doing. It is also important to
have good communication with the parents. Letting them know that their children are doing a good job in class promotes parent teacher
communication and it doesn’t shy them away from approaching you later on about any issues their children may be experiencing. It also helps you as
a teacher, build the relationships necessary to keep yourself from shying away from communication with the parents, and it also allows the parents to
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be more involved. Now, face-to-face conferences with the parents are okay, but I think that if it can be settled over email or over the phone then that
is the way to go, but if it can’t, then face-to-face would be the best option.

D. Narrative Reflection on Future Professional Development (limited to 1page)

Identify at least TWO aspects of instruction that could be improved.
Explain reasoning.
Aspect 1: I think that I could improve on using different words rather than
“like” or “alright”. I use those words frequently while I am instructing and it
becomes distracting, not only to my students, but to myself as well.
What specific professional development opportunities/activities will
help to acquire that knowledge or skill?
Videotaping myself instructing the class and watching the videos afterwards, to
see exactly how many times I use them and then writing down other words that
I could replace them with.

Aspect 2: Getting to the point quicker. When explaining, I feel as if I don’t Setting a timer for myself. In this case, if I go over time explaining it, I can start
say it well enough, so I drag out instruction time to make sure the students the activity and then further instruct the students as they are doing the activity,
understand, when in reality I am taking a lot of time, when I only need a brief so they are also actively learning.
minute.

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 REFERENCES

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APPENDIX A

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APPENDIX B

Lesson Plan 1: Shooting

Name: Libby Warrick
Grade Level: 9th -12th
Subject Area: Basketball – Shooting

Objective:
 Students will develop proper shooting skills and will use the correct form.

Materials:
 Basketballs

State Standards:
 Power Standard 1: Students will demonstrate the knowledge and skills to achieve a healthy level of
physical activity and fitness.
 Power Standard 3: Students will learn and apply advanced movements and skills while participating in
organized team and individual sports/activities.

Exploration:
To begin, students will run 3 laps and then spread out on one side of the court to perform a series of stretches.
Next, students will be given a preview of the lesson.
Then, students will be divided up into groups of 5. There will be a group for offense and one for defense as
well.
Activity:
1. Free-throws:
Each student will take turns starting out right in front of the basket. For the student who is up, they
must make three shots in a row before they can move back. Once they have made three shots in a
row, then they are able to move a couple of steps back from their starting point. They will continue
to do this until they have reached the free-throw line. When they make it to the free-throw line,
they will then have to shoot five and keep track of how many they made. Once everyone in the
group has recorded how many they made out of five, the group(s) will then line up around the
“lane”, like it would be done during a game, while one group member shoots two free-throws. They
will rotate in a clockwise manor, so everyone gets a chance, and will do so until it is time to move on
with the next activity.

2. Post Shots:
- Mikan Drill- Each student, out of each group, will take a turn. The student who is going will start
at one of the post “blocks”. They will start with a stationary lay-up, grab their own rebound, and
then do a stationary lay-up on the other “block”. They will go back and forth like this, keeping
track of how many they make in a time period of 30 seconds. Each student will get to go
through this drill twice before moving on to the next drill.

- Drop Step drill- depending on class size and how many students are in each group, two students
could perform this drill at a time. On each side of the basket there will be two students, one to
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 pass at the “wing” and one performing the post move down on the “block”. Student at the
“wing” will bounce pass the basketball to the student on the “block”. The student on the
“block” will simultaneously take one dribble and one angled back step toward the basket,
square up to the basket, and then make a jump shot. Each student will do this drill 15 times on
each side of the “lane”, and will then switch out with the student passing the ball to them, after
completing the drill on both sides. Each student will go through two to three rounds if time
permits.

Closure:
Once the activities are over, students will be allowed to get a drink and will then line up on the baseline and
answer questions for the remaining few minutes, until it is time to go change.

Evaluation:
Go to each group and make sure that they are using the correct footwork and shooting techniques.
Cues:
- Free-throws: feet shoulder width apart, knees bent, elbow tucked in and bent at a 90 degree
angle, hold ball on fingertips, use other hand as support, eye on target, follow through.
- Post shot: step and dribble, square up, shoot

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Lesson Plan 3: Defense
Name: Libby Warrick
Grade Level: 9th -12th
Subject Area: Basketball – Defense

Objective:
 Students will develop proper movement skills

Materials:
 Basketballs

State Standards:
 Power Standard 1: Students will demonstrate the knowledge and skills to achieve a healthy level of
physical activity and fitness.
 Power Standard 3: Students will learn and apply advanced movements and skills while participating in
organized team and individual sports/activities.

Exploration:
To begin, students will run 3 laps and then spread out on one side of the court to perform a series of stretches.
Next, students will be given a preview of the lesson.
Then, students will be divided up into groups of 5. There will be a group for offense and one for defense as
well.
Activity:
3. Man Defense: Man defense is where each player claims a single player from the opposing team to
guard at all times, until defensive strategy is changed.

4. Zone Defense: There are multiple types of zone defense. Instead of guarding a specific man each
player has a small zone on the court which he or she has to cover or defend.
a. 2-3 Zone:
i. Two players at the top of the two corners of the lane, two players on the post blocks,
and one player in between the two post players.
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 b. 3-2 Zone:
i. Three players at the top of the lane and two players down on each post block.

c. 1-3-1 Zone:
i. One player at the top of the key, 3 at the top of the lane, and one down in between
the post blocks.

Closure:
Once the activities are over, students will be allowed to get a drink and will then line up on the baseline and
answer questions for the remaining few minutes, until it is time to go change.

Evaluation:
Go to each group and make sure that they are using the correct footwork.
Cues: Feet slightly shoulder width apart, knees bent, arms out, and communicate.

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APPENDIX C

Basketball Pre-Test Due 2/22 Name: ___________________

Portion I-Basic

1. How many points is/are a field goal in basketball?

a. One c. Three
b. Two d. Four
e. B and C f. None of the mentioned

2. Boys basketballs are _____ inches in circumference and girl’s basketballs are ______ inches.

a. 40in and 30in. c. 10in. and 8in.

b. 28.5in and 30in d. 30in and 28.5in

3. Traveling occurs when…

a. A player dribbles a basketball
b. A player kicks a basketball
c. A player takes one step with a basketball
d. A player takes more than one step with a basketball

4. When shooting, before releasing the ball, the shooting elbow is?
a. Down c. Fully extended
b. Straight up d. At 90 degrees

5. Passing with two hands to your teammate is…

a. Is the most accurate method to move the basketball
b. Extremely inaccurate method to pass the basketball
c. Neither a or b
d. Both a and b

Portion II-Technical

6. Which of the following is a type of defense when playing basketball?

a. Man to Man c. Random
b. Zone d. It doesn’t matter
e. A and B f. None of the mentioned

7. When you have five personal fouls, what happens?

a. You get another foul c. You have fouled out of the game
b. The other team receives two points d. Nothing happens

8. There are ___ players on one team on the court at one time.
a. 4 c. 6
b. 3 d. 5

9. How is a game started?

a. With a jump ball between both teams c. A coin flip
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 b. The away team gets the basketball d. None occur

10. What is the term when a basketball does not go in the basket, hits the rim or backboard, and is collected by a
player?
a. An assist c. A personal foul
b. A rebound d. A and C

11. When a team accumulates seven team fouls, what happens?

a. The opposing team is awarded with five points
b. The opposing team is awarded the ball
c. The opposing team goes to the free throw line for free throws
d. The fouling team forfeits ten points to the other team.

12. You are allowed ____ seconds in the lane as an offensive player.
a. 2 c. 4
b. 3 d. Unlimited

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Basketball Pre-test Answer Key
1. e
2. d
3. d
4. d
5. a
6. e
7. c
8. d
9. a
10.b
11. c
12. b

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Defensive Stance Cues Quiz

Name: _____________________

Date: ______________

1. W _________________________________
2. F __________________________________
3. K __________________________________
4. S __________________________________
5. A __________________________________
6. E __________________________________

Defensive Stance Cues Quiz

Name: _____________________

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Date: ______________

1. Weight front of feet

2. Feet shoulder width apart
3. Knees bent
4. Sink hips
5. Arms out
6. Eyes focused on the ball

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Informal Skills Assessment

Passing/ Defensive
Shooting Receiving Stance
Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

Student 11

Student 12

Student 13

Student 14

Student 15

Student 16

Student 17

Student 18

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Basketball Post-Test Due 2/22 Name: ___________________

Portion I-Basic

1. How many points is/are a field goal in basketball?

a. One c. Three
b. Two d. Four
e. B and C f. None of the mentioned

2. Boys basketballs are _____ inches in circumference and girl’s basketballs are ______ inches.

a. 40in and 30in. c. 10in. and 8in.

b. 28.5in and 30in d. 30in and 28.5in

3. Traveling occurs when…

a. A player dribbles a basketball
b. A player kicks a basketball
c. A player takes one step with a basketball
d. A player takes more than one step with a basketball

4. When shooting, before releasing the ball, the shooting elbow is?
a. Down c. Fully extended
b. Straight up d. At 90 degrees

5. Passing with two hands to your teammate is…

a. Is the most accurate method to move the basketball
b. Extremely inaccurate method to pass the basketball
c. Neither a or b
d. Both a and b

Portion II-Technical

6. Which of the following is a type of defense when playing basketball?

a. Man to Man c. Random
b. Zone d. It doesn’t matter
e. A and B f. None of the mentioned

7. When you have five personal fouls, what happens?

a. You get another foul c. You have fouled out of the game
b. The other team receives two points d. Nothing happens

8. There are ___ players on one team on the court at one time.
a. 4 c. 6
b. 3 d. 5

9. How is a game started?

a. With a jump ball between both teams c. A coin flip
b. The away team gets the basketball d. None occur

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10. What is the term when a basketball does not go in the basket, hits the rim or backboard, and is collected by a
player?
a. An assist c. A personal foul
b. A rebound d. A and C

11. When a team accumulates seven team fouls, what happens?

a. The opposing team is awarded with five points
b. The opposing team is awarded the ball
c. The opposing team goes to the free throw line for free throws
d. The fouling team forfeits ten points to the other team.

12. You are allowed ____ seconds in the lane as an offensive player.
a. 2 c. 4
b. 3 d. Unlimited

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Basketball Post-test Answer Key
1. e
2. d
3. d
4. d
5. a
6. e
7. c
8. d
9. a
10.b
11. c
12. b

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