SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Christa Morrison DATE: 11/14/18 TIME: 9:20-10:00

SCHOOL: Mary Walsh LESSON #: 4 FACILITIES: Mary Walsh Gymnasium
CLASS SIZE: 12 GRADE: 4th
UNIT/THEME: Dribbling
FOCUS OF LESSON: Dribbling with ball control
EQUIPMENT: 12 basketballs (different sizes), 4 yellow cones for boundaries, 4 yellow cones for box
(box station), 6 small purple cones (zig zag stations), 1 green cone (ball handling station), 1 blue cone
(poly spot station), 16 poly spots (poly spot station only need 10, put 6 off to side).
TEACHING STYLE: Task Teaching and Command

STUDENT PERFORMANCE OBJECTIVES (SPO)

- Reference the SHAPE Standards/GLOs and the MA CF standards.
- Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
By the end of the lesson, students should be able to:

(P): The student will be able to dribble in general space with control of ball and body while increasing
and decreasing speed during Station Activity (S1. E17. 4b MA CF 2.1 ).

(C): The student will be able to identify the skill cues of dribbling by(eyes up, finger tips, waist level)
actively engaging in the activities of physical education class both teacher directed and independently on
an exit slip during closure (S3. E2. 4 MA CF 2.1 ).

(A): The student will be able to describe and compare the positive social interactions when engaged in
small group (station activity) and large group (dribble knockout) physical activities through an informal
discussion (S5. E4. 4 MA CF 7.2 ).

TEACHER PERFORMANCE OBJECTIVES – Indicate which Essential Element informed these

objectives and how they align with your Essential Element Plan. During the lesson the teacher will:

1. The teacher will actively create and maintain an environment in which students diverse background,
identities, strength, and challenges are respected by providing visual pictures for each station to show
what the student should look like when performing the station, as well as incorporating developmentally
appropriate activities. As well as provide multiple opportunities for students to succeed during the
dribbling/ball handling bingo by giving them the option to pick which challenges they want to complete
(2C).
 2. The teacher will employ a variety of classroom management strategies to monitor, modify, and
motivate positive student behavior (letting them write their names on the board, giving them a question to
answer after each station to show they completed it, telling them there is a big group game to play at the
end if they make it through the first 2 activities, allowing them to choose which challenges they want to
complete and giving them the option to work in pairs through those challenges or individually, allowing
students to work at their own pace through challenges, giving students a time limit for each station so they
need to stay focused to complete the station) (2F).

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Students need to be aware of others in the gymnasium (personal space, and keeping our hands to
ourselves). Using equipment safely and properly (basketballs, cones). Being aware of our
perimeter/boundaries. We share this gym with the other class so we need to respect their space. My policy
for bathrooms is if it is an emergency then you need to come tell me. I will have someone go with you to
bathroom but if it is not an emergency you need to wait until after class. Students can always get a drink if
they need to during activities to take a quick break or rest. BUT they are not allowed to get a drink when I
am doing demonstrations of the activities, giving them directions, or when they are lined up at the end of
class. I will not move onto the next activity until students eyes are on me and they are listening. Students
will follow my signal of “3, 2, 1 Freeze, eyes on me” when I need them to stop what they are doing. I will
blow my whistle if it is absolutely necessary and I need to get their attention and nothing else is working.
If at any time any student is demonstrating “unsafe” behavior (throwing equipment, putting hands on each
other, using bad language) I will use my stop signal or whistle and tell everyone to sit down where they
are. Students will not leave the gym until they show they are ready (one hand up, two fingers on lips).

REFERENCES:

SHAPE America. (2014). National standards and grade level outcomes. Champaign, IL: Human
Kinetics.

PEC: Lesson Plans for Physical Education. (2016). Retrieved from

https://www.pecentral.org/lessonideas/ViewLesson.asp?ID=339#.W6GTSJNK
LESSON PLAN FORM

TIME SEQUENCE OF LESSON ORGANIZATION: REFLECTION:

9:20-9:22 Transitioning into gymnasium:
Students will walk into the gym on the T = teacher
red line. Then they will find a poly S = Student
spot on the floor. = cone

= Poly spot
Introduction:“Good morning = basketball
everyone I have a lot of fun activities
for us to do today! Can someone raise
their hand and remind me of my 3
rules of class?” If they can’t
remember I will repeat them along
with my signals. “My 3 rules are eyes
on me and you are listening when I
am talking, respect for eachother,
myself, and the equipment, and safety.
My signals are when I saw 3, 2, 1 T
freeze I would like everyone to freeze
where they are and look at me.”

Safety: Make sure that we are aware

of others around us while we dribbling
today. Stay in your own personal
space.

Skill Cues: I thought I did a better

Dribbling: eyes up, fingertips, waist job today having
level students come up and
demonstrate how to
“dribble.” They were
really excited to
9:22-9:36 Task #1: Dribbling Stations demonstrate so I had 2
There will be 3-4 students at each students come up.
station. Each student will work Then I got right into
individually through these stations. 3 SS the first activity.
The stations will be 3 minutes each. S
SS
Students will answer the station
question on their paper after the 3
S 4S
minutes then rotate to the next station.
Teacher will demonstrate each station
2S
S
1
or have students help demonstrate S
each station before beginning. Class S T
will sit at meeting spot and just turn to S
face the teacher when demonstrating. I honestly thought my
Students will carry their own ball to stations went pretty
the next station. well today. I think I
● Station #1: Dribbling in and could have made the
out of cones (low, medium, station times a lot
high levels) shorter so than that
○ Station #1 Question: way they would be
 What are the skill able to stay focused.
cues of dribbling? BUT I did go around
Extensions: extending the stations
● Extensions up: Have student up and down for some
reach down and touch the students which helped
cone. Have students switch them stay on task. I
hands at each cone. Add in think the zig zag
another ball for students to station that I did with
dribble. the cones worked out
pretty well. I had to
● Extensions down: dribble to extend a couple
the first cone stop, dribble to students up when I
second cone stop...continue noticed they were just
all the way through cones. going through the
motions or going over
Refinement: Have students focus on to the basket and
using their fingertips when dribbling. shooting the ball. So I
had them work on
touching the cones
Modifications: Can have students with their hands as
just focus on dribbling in a straight they went through the
line rather than around each cone. stations. The dribble
Give students a smaller ball to use. around the perimeter
station worked well
● Station #2: Dribble around for some students. A
perimeter (right hand, left few students go off
hand, right hand to left hand) task and were shooting
working on change of speed the ball again during
with the ball. Students will this station but I tried
jog on short lines of to motivate them by
basketball court with the ball, saying “how many
and on long lines run with laps did you get?”
ball. Now try to get this
○ Station #2 Question: many...OR keep going
Why is is important to you are doing a great
change your speed in job! And even keep
basketball? counting those laps I
○ Motivational factor: want to see you get as
How many times many as you can. So
around can you get that kind of helped
while still motivate them. The
maintaining control of ball handling station
the ball (can have went okay. I think it
students write name was difficult for some
on the board and how students so I had to
many laps they got). have them slow it
Extensions: down a little bit. They
● Extensions up: Can have were trying to rush
students try dribbling with 2 through the sequence
balls. Can have students cross so I had them just
 over to other hand when they focus on one. I also
hit a corner. had to challenge one
students because she
● Extensions down: Can have really liked trying
students walk then jog so they different things and
can try to maintain more liked to “show off”
control over the ball. that she could do
something. She would
Refinement: Have students really get really excited
focus on maintaining control over the about it. I think next
ball when they change speed. time I would
incorporate this into
another station so it’s
Modifications: Instead of using the main focus isn’t just
perimeter students can work in a box on moving the ball
OR can have them just work on the around their body but
sideline of the basketball court going incorporating
down at a slow speed (jog) touch the dribbling too. So
cone then coming back at a fast speed maybe have them
(run), then have the next person go. move the ball around
Give students smaller balls to use. their head 5 times then
dribble down to the
cone and back. And
● Station #3: Ball handling see how many they
○ Ball around head can do. Or have them
○ Ball around waist make it competition
○ Ball around knees for students who need
○ Ball around ankles to be challenged. The
○ Figure eight poly spot dribbling
○ **Challenge: Can you worked well for some
spin the ball on your students. They really
finger?? liked being able to
○ Station #3 question: move around and go to
Where should your different poly spots
eyes be when you are BUT others again
dribbling? were shooting so I
○ Motivational factor: would have to tell
Were doing a them to come back
basketball challenge and show me how
after stations and this many poly spots they
will help you could get. OR I would
complete the give them a number to
challenge. reach for. I think if I
Extensions: was their actual
● Extensions up: have students teacher I would have
keep their eyes up, not look at been able to
the ball to help them do this implement something
have them pair up or they can to get them to stay on
work in a group of 3 and have the task of dribbling
the one person hold up a the whole time rather
 number and the other 2 call than wanting to shoot.
out that number. I think I would also
change the questions
● Extensions down: can have because some really
students go slower so once struggled with
around their head, pause, once understanding them. I
around their waist, pause..and think next time I
continue until they complete would make them
the sequence. more directly related
to the station itself
Refinement: have the students focus rather than just “What
on maintaining control of the ball are the three skill cues
when moving it around their body. of dribbling?” Maybe
have them talk to their
group about what the 3
Modifications: Mirror the leader, so skill cues are for
have one student lead the group in ball dribbling and
handling and the rest have to mirror demonstrate it to their
their movement (gives student the group members. I
opportunity to work with their peers). think it would also be
Can give a student a smaller ball if the cool to incorporate
basketball they are using is too big for pedometers with the
them. stations of dribbling if
that would be possible
because they really
● Station #4: Poly spot enjoy using them.
dribbling
○ Students will move
around to each hot
spot.
○ They will have to
make 15 dribbles on
the hot spot. Then
they can move to next
one.
○ Students will see how
many hot spots they
can get in a certain
period of time.
○ Station #4 question:
Do you dribble with
your finger tips or the
palm of your hand?

○ Motivational factor:
Were doing a
basketball challenge
after stations and this
will help you
complete the
 challenge.
Extensions:
● Extensions up: Have them
switch to their non dominant
hand. Have them work on
crossover dribbles onto the
poly spot.

● Extensions down: Have them

just focus on their dominant
hand.

Refinement: have the students focus

on maintaining control of the ball
when moving from poly spot to poly
spot.

Modifications: Can give a student a

smaller ball if the basketball they are
using is too big for them.

9:34-9:46 Transition to Activity #2: Have

students pick up the station they are at
and put equipment back off to the side
off the basketball court (teacher will
direct students where to put
equipment). Have 2 students who are
at the poly spot station start putting S S
S
poly spots within boundaries, and
S
place index cards underneath them. S S
S
S S
T S S
Task #2: Dribbling/Ball Handling S So my transition into
Bingo *Students are just spread out in their own this activity wasn’t as
Students will each be given a bingo space working on the bingo card. smooth because I
card with the tasks on them After they *Red circles are poly spots with the ended the stations with
get bingo they have to come show me bingo task underneath them. 10 minutes left of
then they can write their name on the class and I didn’t want
board. to take long setting up.
● Dribble with prefered hand 20 So I just had them
times stationary clean up quickly, gave
● Dribble with non-preferred them a bingo card, and
hand 20 times stationary laid the task cards out
● Do a crossover dribble 20 on the floor myself
times stationary instead of having a
● Dribble with prefered hand 20 student lay them under
times at a low level stationary poly spots. I think
● Dribble with non preferred what I struggle with
hand 20 times at a low level the most is staying on
 stationary time. Also, my stations
● Dribble while moving. Make were a little long and I
6 laps to sideline and back didn’t take into
without losing control of the account time for them
ball (if your ball gets away to write down their
from you, grab the ball, and answers on the tasks
start over) sheets so next time I
● Dribble while moving with need to take that into
non preferred hand. Make 6 account. Well at least
laps to sideline and back for the middle school
without losing control of the and high school
ball. modules.
● Dribble while moving.
Perform a crossover dribble at
each cone (come see teacher
for cones when ready to
complete this challenge).
● Dribble while moving and
dribble between your legs.
Make 4 laps to sideline and
back.
● Move ball around head 10
times.
● Move ball around waist 10
times.
● Move ball around ankles 10
times
● Move ball in figure eight
around legs stationary 5 times
(If you drop the ball just keep
going).
● Spider dribble while
stationary complete 10 taps of
the ball.
● Dribble around perimeter of
half court 2 times. First lap
prefered hand, second lap non
preferred hand.

Motivational factor: How many

bingo’s can you get?? How many
bingo’s can the whole class get??

Extensions:
● Extensions up: Have students
make an x on their bingo card
to complete more tasks. Have
students fill up their bingo
 card to complete more tasks.

● Extensions down: Have

students focus on their
dominant hand bingo tasks.
Have students focus on
simpler tasks.

Refinement: Have students really

focus on the skill cues of dribbling
(eyes up, fingertips, waist level).

Modification: Can switch out ball

student is using (smaller, larger).

Transition to activity #3: Students

will put their bingo cards on chair and
pencils back. Pick up any equipment
that is on the court. Return back to
S
meeting spot. S
S S S
S
S I didn’t have enough
9:46-9:54 Task #3: Dribble knockout T S
S time to get to this
● Teacher will demonstrate with S S activity and that’s
a student how to play this okay because they
game. really enjoyed the
● Students will all have a stations and bingo and
basketball and the objective is I think they got what I
to maintain control of your wanted them to out of
basketball and to protect it. the stations and bingo
● While dribbling a basketball game.
you are able to knock
someone else's away (NO
KICKING the basketball,
only allowed to push ball
away with hands).
● Boundaries are 3 point line.
● If your ball gets knocked
away or you stop dribbling
you have to go off the court to
the sideline and complete 10
dribbles with your prefered
hand or non preferred hand.
Then you can join back in.
● Teacher will go for time each
round so first round will be
 shorter (1 minute and 30
seconds) then next round will
be 2 minutes, then the
following round will be 2
minutes 30 seconds.

Extensions:
● Extensions up: Have student
use their non preferred hand.

● Extensions down: Have

student stay stationary and not
move around.

Refinements: Have students focus on

keeping their eyes up.

Modifications: Can have students

who are not as competitive have a
seperate game going. Or can set up
two boxes so that if a students ball
gets knocked out they have to switch
to the other box. Can give students a
different sized ball (smaller, larger).

Transition: Have students come back

and sit down on their poly spots at
meeting spot. Students will put balls
back in bag or can have student helper
put them back. And can have another
student helper grab boundary cones
and put them away.

Closure: Have student who raises I really enjoyed

their hand say the skill cues of teaching at Mary
9:54-9:56 dribbling. Then also ask for student to Walsh. I definitely had
demonstrate how to dribble. Have days where I thought
students raise their hand to see if they my lesson didn’t go so
liked working in smaller groups or well but I learned a lot
larger groups then ask one student from them. These kids
why. “Thank you all for doing such a were so much fun to
good job today!” work with and it was
great to be able to get
through my lessons. I
think my main goal for
next modules is to
focus on time. I have
hard time keeping
track of time and I will
work on that.
Assessment:

PE EXIT SLIP
1) What are the 3 skill cues for dribbling?
1.
2.
3.

2) Draw a circle around the parts of the hand that you should dribble with.

3) Draw a smiley face if you feel good about the statement and a frowny face if you don’t
and a straight face if you are unsure.

I think that dribbling is an important skill to learn

I use my fingertips when I am dribbling

It is important to keep the ball low when I am dribbling

Name: ___________________

Station Work Questions

Station #1 Question: What are the skill cues of dribbling?

Station #2 Question: Why is it important to change your speed in basketball?

Station #3 Question: Where should your eyes be when you are dribbling?

Station #4 Question: Do you dribble with your fingertips or the palm of your hand?
 Station #1
Task: Dribble in and out of the cones

Challenges: Reach down and touch

the cone, Switch hands at each cone,
Behind the back at each cone.

Question: What are the skill cues of

dribbling?

Station #2
Task: Dribble around the perimeter of
the box.
Challenges: Change your speed when
you hit a cone, run the long sides jog
the short sides, use left hand.
Question: Why is it important to
change your speed in basketball?
JOG

RUN RUN

Start
JOG
Here

Station #3
Task: Ball Handling
 ● Ball around head
● Ball around waist
● Ball around knees
● Ball around ankles
● Figure eight dribbling
*See how many times you can get through these tasks
without dropping the ball!
Challenges: Can you spin the ball on your
finger??
Question: Where should your eyes be when you
are dribbling?

Station #4
Task: Poly Spot Dribbling
**Need to dribble 15 times on poly
 spot before moving to next one

Challenges: How many Polly spots

can you get before time runs out?
Switch hands, Cross-Over dribble on
Poly spot
Question: Do you dribble with your
fingertips or palm of your hand?

Bingo Cards: