1. Unit Objective(s): (What will students know and be able to do as a result of this unit?

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1 Name: N.Bellanco 10 th Grade P.E. Unit: Basketball Duration: From: 11/2/16 To: 11/18/6/16 Period: 6/7 1. Unit Objective(s): (What will students know and be able to do as a result of this unit? (How does the objective(s) tie into the Big Idea of your SLO?) Students will: 1. comprehend the importance of a warm-up. 2. understand and define the terms and rules used in basketball. 3. demonstrate proper dribbling and ball-handling technique. 4. critique a partner to make sure they are performing the dribble correctly. 5. explain why it is important to be a good dribbler. 6. comprehend the techniques of the chest and bounce pass. 7. understand proper shooting technique, the acronym BEEF (Balance, eyes, elbow, and follow-through). 8. perform the proper shooting technique through guided practice. 9. gain an understanding of new strategies/plays that will be affective in games. 10. compare and contrast offensive and defensive strategies. 11. demonstrate understanding of movement concepts, principals, strategies, and tactics as they apply to the learning and performance of basketball. Danielson Domains 2 Common Core Learning Standards Addressed: (You MUST write out the identifier along with the numbers of the standards.) Physical Activity A. Analyze and engage in physical activities that are developmentally/individually appropriate and support achievement of personal fitness and activity goals B. Analyze the effects of regular participation in moderate to vigorous physical activities in relation to adolescent health improvement. stress management disease prevention weight management

2 D. Analyze factors that affect physical activity preferences of adolescents. skill competence social benefits F. Analyze the effects of positive and negative interactions of adolescent group members in physical activities. group dynamics Concepts, principles and strategies of movement: A. Describe and apply the components of skill-related fitness to movement performance. Ex. Agility, balance, coordination, power, reaction time, and speed B. Describe and apply concepts of motor skill development that impact the quality of increasingly complex movement. Ex. Response selection, stages of learning a motor skill (verbal cognitive, motor, automatic), and type of skill (discrete, serial, continuous) C. Identify and apply practice strategies for skill improvement F. Describe and apply game strategies to complex games and physical activities. CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CC.2.1.HS.F.6 Extend the knowledge of arithmetic operations and apply to complex numbers. 3 Formative Assessment Criteria for Success: (Utilizing the W.R.I.T.E. initiative, how will both you & your students know if they have successfully met the objectives? What specific criteria will be met in a successful product/process? What does success on this unit s outcome(s) look like?) Students will be assessed in a variety of ways, 1. Written Tests 2. Note card questions 3. Question and answer 4. Participation 5. Skill testing 4. Activities/Tasks: (What specific learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities? How will process lead to product. ) (Take attendance as students stretch) (Daily) Stretches: 1) Arm circles 2) Tricep extension 3) Shoulder stretch 4) Trunk rotation 5) Calf stretch

3 6) Hamstring stretch, legs apart to the right, to the left, to the middle 7) Sit-ups 8) Push-ups Skills: Dribbling and Passing (Days 1,2,3,) The two skills I will focus on are dribbling and passing. The students will work on this for the next 3 days. Demonstration of Dribbling: I will briefly explain how to dribble correctly. Balance Triple threat position Non-dribbling hand should be out to protect ball from defender Hand Placement: Thumb out, fingers spread wide, ball should touch all 5 finger pads. (not palm of hand) Hand Action: -Yo-yo action, push ball hard to the floor Loose wrist, snap wrist Hand waving down at the ball. (Develop feel for hand on ball and force. Do not slap the ball. Eyes Looking up the court for opportunities to pass, dribble drive, or shoot Use peripheral vision to see defenders and the ball, but not look directly at them Students will find a group of 5 and line up behind cones. On my cue students will practice certain dribbling skill. Ex. Fingertip drill, right hand, left hand, crisscross, through leg, around back, spin and any combination of their choice. Students will practice these dribbling skills going the length of the basketball court and back, handing the ball off to the next person in line. Students will perform this for 5-8 minutes.

4 Students will play last person dribbling. While staying in the designated area (basketball court), students will dribble a basketball while trying to hit away another students ball. If the ball goes out of the basketball court, the student will practice dribbling on the side until the game is finished. X X X X X X X X X X X X X X X X X X X X X X X X X X Demonstration of Chest Pass. Athletic position with ball held at chest height Two thumbs down behind the ball, spread fingers wide Eyes focused on your target Step toward the target with your right foot to increase power on the ball Push the ball toward the target following through Palms out at finish with thumbs down Catching: Both hands up in front of chest Spread fingers wide (big hands) Reach out and catch with both hands Suck the ball in like a vacuum Students will stay in the same group as dribbling station. Student 1 will dribble to the red line on the basketball court, turn around and chest pass to the next person in line 2. The students will repeat this process until number 5 goes across. At this point number 5 will be the first person to go. Students will perform this activity 5-8 minutes.

5 Triangle Passing: The students will get into groups of five or six. Three of the groups will form a triangle behind the designated cones. A student at the front of one of the lines that make up the triangle will start with a basketball and perform either the bounce pass or chest pass to the line to his or her left. After the student passes the ball to their left they will go to the back of the line they passed it to. This will continue with each line passing the basketball to their left and going to the back of the line they passed the basketball to until the whistle is blown. Four corner passing: The students will be broken up into groups of four and placed at their on four corner passing court, which will be set up with four cones. Three students will stand at any cone that makes up their four corner court while leaving one cone open and the other student will stand in the middle of the four cones. The objective for the three students on the outside is to pass the basketball between each other without allowing the student in the middle to steal the basketball. The student in the middle will try to still a pass from the students on the outside. When the student steals a pass he or she will switch with the student who threw the pass and the game will continue. Three man weave: The middle player O1 starts the weave by passing to one of the sideline players. O1 then cuts wide around and behind player (O2). O2 now passes to the opposite

Skills: Shooting (Days 4,5,6) sideline player (O3) and cuts around and behind O3. O3 now passes to the original middle person (O1) and cuts around O1. And so it goes (see diagram).

6 Skills: Shooting (Days 4,5,6) sideline player (O3) and cuts around and behind O3. O3 now passes to the original middle person (O1) and cuts around O1. And so it goes (see diagram). No dribbling is allowed except for one dribble to finish the lay-up. The ball should never touch the floor except that the last pass to the shooter is always a bounce-pass. We will first run the drill with chest passes, and then again with bounce passes. Receivers should move toward the ball, and show a target for the passer. Players should stay wide and always cut around and behind the player they just passed to. Demonstration of Shooting, (BEEF). Balance the ball on your shooting hand Elbow stays directly under the ball and over your knee Eye on the target (the front of rim) Follow through snapping the wrist high over your head The students will line up along the side line. On signal from the teachers whistle the players run to the near free throw line and execute a jump stop. The jump stop should be held for 2-3 seconds, players then move to the mid court, the far free throw line and far baseline executing the same jump stop. This will teach students body control and proper technique when coming to a stop. The students will practice shooting and incorporating their other skills into a lay-up and jump-shot drill. The students will be told that when performing a lay-up from the right side your left leg is on the ground and when performing a layup from the left leg your right leg is on the ground. Lay-up Drill - One line passes to the other line for lay-up shots. Shooters come in from the right side first, then from the left, and finally from the center. Each player goes to the end of the other line.

7 Jump-shot Drill - The jump-shot drill is similar to the layup drill, except the incoming shooter receives the ball, stops, and takes a jump shot. The line of shooters should move back so that there is room for forward movement to the shooting spot. As soon as the passer releases the ball to the shooter, he or she moves to the end of the shooter s lone. The shooter goes to the passer s line after shooting. Around the world - The class will be separated into groups of three to eight students. These students will shot from spots that are arranged around the key. A player begins at the first spot and continues around the key, shooting from each spot. When a miss occurs, the player can stop and wait for the next opportunity and begin from the point at which the miss occurred. The alternative to waiting is to risk it and try another shot immediately from the point at which the first try was missed. If the shot is made, the player continues. If the shot is missed, the player must start over from the beginning spot on the next turn. The winner is the player who completes the key first or who makes the most progress. = Spot on floor where student will shoot from Basketball Golf Two basketball courts will be made into a golf course using numbered poly spots that designate each whole. Each group starts at a different basket (shot gun style). If one group starts at hole #4, they then play hole #5 at the next basket and so on. Students get into groups of 3 to 4, are assigned a basket to start at, and take a basketball, pencil and scorecard. Give them a max of 5 shots per hole. On their scorecard write down the number it took to make the basket. You are looking to finish with the lowest score. After all holes are completed, have the students total their scores. Team Champ Basketball : * Make an even number of teams with 3-4 students per team. * Two teams will play against each other at one goal. * The teams line up on opposite sidelines arm's length between each player. * One player from each team has a basketball.

* The player with the ball is the team's shooter. * The two shooters, one from each team, meet at the top of the 3-point line (or the free throw line) and touch balls to begin play.

8 * The player with the ball is the team's shooter. * The two shooters, one from each team, meet at the top of the 3-point line (or the free throw line) and touch balls to begin play. * After the shooters touch the basketballs together, they must pass to each person on their team one time before they can begin shooting. * The first shooter to make a basket scores one (1) point for his/her team. * The shooters then become passers on their teams' sidelines. * A new shooter comes out for each team. * No student should have more turns to shoot than any other student on the team. Skills: Game Play (Offensive and Defensive Strategies) (Days 6,7) Zone: each defensive player is given an area known as a "zone" to cover Man-to-Man: each player is guarding a corresponding player on the other team Zone ball: The teacher can set up different types of defenses such as a 2-1-2, a 3-2, or a 2-3 around the basketball goal using the hula hoops. 5-6 students will be selected to play defense. Those students will be restricted to either standing inside the hula hoop or have one foot in and one foot out (teachers choice) until a turnover occurs or basket is scored. In doing so, students will understand his/her area in the zone defense. The offense must chest pass the ball to one another without letting the ball touch the ground. Therefore there is no dribbling in this activity. The student must freeze when he/she receives a pass and quickly decide who they will pass to next. Each person on offense must pass at least once the ball before a shot can occur. Encourage students to move around as much as possible and find open space to handle the ball and receive passes. Each time the defense tips a pass away and the ball touches the ground it is a turnover and they switch. Offense becomes defense and vice versa. When each player gets a pass and can shoot if the ball touches the ground it is considered a turnover. However, if a student rebounds the ball they can shoot again.

9 Tournament Play (Days 9,10,11) Round Robin: Every team in the class will play each other a total of three or four times without any teams getting eliminated. This will allow the students to work on their volleyball and game play skills. Double Elimination: A bracket will be generated with all the teams in the class. This will provide the students with come completion within the class. 5. Resources/Materials: (What texts, digital resources and/or materials will be used in this unit s lesson?) Materials will include computer internet websites, basketballs, cones, jerseys, gymnasium, pencils, handouts, whiteboard, notecards and index cards Modifications/Accommodations: (What curriculum modifications and/or classroom accommodations will you make for students with IEPs (Gifted), or for those students who are ELL?) I will offer differentiated instruction to students I will also have students partner up to help and encourage/motivate each other. I will have modified activities to accommodate everyone. Domain 4

Basic Offensive Fundamentals

Basic Offensive Fundamentals Footwork Developing proper footwork will help with each player s balance and quickness while on the court. Emphasizing the importance of footwork from the beginning of the