MIDDLEBOROUGH PUBLIC SCHOOLS. [Basketball] [Physical Education/ Grade 6]

[Basketball] [Physical Education/ Grade 6] Throughout this unit all students will work on refining the skills of dribbling, passing, and shooting. Using these skills the students will also be challenged to transfer what they learned in previous invasion games by being able to identify and move to open space, use the correct pass in a situation, and to use the basic strategy of the give and go to attack the basket. The goal will be to have the students comfortable enough with the skills that they can compete in a round robin basketball tournament at the end of the unit. July 2, 2013 Page 1 of 23

Table of Contents Unit Plan Lesson # and Title List of Unit Resources Curriculum Embedded Performance Assessment (CEPA) July 2, 2013 Page 2 of 23

Unit Plan Stage 1 Desired Results ESTABLISHED GOALS MA Standards: 2.8: Use combinations of manipulative, locomotor, and non locomotor skills to develop movement seque3nces and patterns, both individually and with others 2.9: Demonstrate developmentally appropriate basic manipulative and advanced specialized physical skills, including throwing and catching different objects with both accuracy and force, hand and foot dribbling while preventing and opponent from challenging and accurate striking proficiency 2.12: Participate in activities that promote physical fitness, decrease sedentary lifestyle, and relieve mental and emotional tension 2.14: Apply advanced movement concepts and beginning game Transfer Students will be able to independently use their learning to To effectively participate in basketball games, both in physical education and recreational settings UNDERSTANDINGS U Students will understand that Game terminology Game Rules Basic strategies to use during invasion games Meaning Acquisition Students will know K Can verbally explain the proper execution of dribbling, passing, and shooting Knows that certain situations require a specific type of pass Understands the best way to support the ball carrier is to move to an open space Knows that lead passes are meant to get the ball to a moving teammate ESSENTIAL QUESTIONS Q Why is it important to know the basic rules of any invasion game? Why do people want to learn the basic skills used during game play? How can strategy be used to help your team succeed in an invasion game? Students will be skilled at S Using proper techniques when dribbling, passing, lay ups and shooting Using strategies to attack their opponents goal during game play Being able to effectively participate in gameplay T July 2, 2013 Page 3 of 23

strategies to guide and improve individual and team performance 2.15: Demonstrate strategies for inclusion of all students in physical activity settings relating to strength and speed Understands that the give and go is an effective strategy that can be used in many invasion games Demonstrates understanding of the basic rules of basketball Knows lay ups are the easiest/highest percentage shots in basketball 2.16: Describe the purpose and benefits of sports, games, and dance in modern society July 2, 2013 Page 4 of 23

Stage 2 Evidence Evaluative Criteria Can properly dribble, pass, and shoot Can pass the ball to teammates during game play Can utilize the give and go in order to score during gameplay Is able to identify and get to open spaces during game play Is able to participate in game play Assessment Evidence CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (PERFORMANCE TASKS) Participates in basketball tournament PT OTHER EVIDENCE: OE Verbal questions throughout lessons related to both the essential questions, and specific skills/strategies/rules of basketball July 2, 2013 Page 5 of 23

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Stage 3 Learning Plan Summary of Key Learning Events and Instruction Learning Events: Individual dribbling work: traveling in open space, stationary dribbling, jump stop/pivoting Dribbling Sharks and Minnows Dribble Knockout Passing with partner Using all six hoops, the students will form two lines at each hoop; one for the lay up and one for rebounding. The lay up line will start two steps out so students can practice their two steps before adding in the dribble. Progressively the students will back up to the free throw line, forcing them to dribble before they do a lay up. They will start on the right side then progress to the left side Lay up Contest 21: At head hoop the group will play the game 21. The person who starts takes a foul shot, if they make it they get 1 point and they keep shooting until they miss. Once a foul shot is missed the other players all go after the rebound, when a person gets the rebound and scores they get 2 points. The first person to 21 without going over is the winner. If a player goes over 21 points they return to 11 points. BEEF shooting at x s around the hoop Around the World Passing and moving to open space 2 on 1 give and go practice Round robing tournament Teaching: Skill specific corrective feedback Peer teaching opportunities Peer shooting rubric Discussion of strategies and where else they can be/have been used *Give and go *Finding an open space Adapted from Understanding by Design 2.0 2011 Grant Wiggins and Jay McTighe Used with Permission July 2012 July 2, 2013 Page 7 of 23

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Lesson #6 1: Dribbling MIDDLEBOROUGH PUBLIC SCHOOLS Brief Overview of Lesson (what this lesson is about): Refining basic dribbling and passing techniques Prior Knowledge Required: Basic ability of dribbling and passing Estimated Time (minutes): 45 minutes Resources for Lesson (list resources and materials): None By the end of this lesson students will know and be able to (write out clear and concise objectives for this lesson): Can verbally explain the proper execution of dribbling, passing, and shooting Knows that certain situations require a specific type of pass Knows that lead passes are meant to get the ball to a moving teammate Essential Question(s) addressed in this lesson: Why is it important to know the basic rules of any invasion game? Why do people want to learn the basic skills used during game play? Standard(s)/Unit Goal(s)/Practice(s) to be addressed in this lesson (type each standard/goal exactly as written in the framework): MA Standards: 2.8: Use combinations of manipulative, locomotor, and non locomotor skills to develop movement seque3nces and patterns, both individually and with others 2.9: Demonstrate developmentally appropriate basic manipulative and advanced specialized physical skills, including throwing and catching different objects with both accuracy and force, hand and foot dribbling while preventing and opponent from challenging and accurate striking proficiency 2.12: Participate in activities that promote physical fitness, decrease sedentary lifestyle, and relieve mental and emotional tension 2.14: Apply advanced movement concepts and beginning game strategies to guide and improve individual and team performance 2.15: Demonstrate strategies for inclusion of all students in physical activity settings relating to strength and speed 2.16: Describe the purpose and benefits of sports, games, and dance in modern society July 2, 2013 Page 9 of 23

Lesson #6 2: Lay Ups Brief Overview of Lesson (what this lesson is about): Learning proper execution of lay ups Prior Knowledge Required: Basic knowledge of what a lay up is Estimated Time (minutes): 45 minutes Resources for Lesson (list resources and materials): None By the end of this lesson students will know and be able to (write out clear and concise objectives for this lesson): Can verbally explain the proper execution of dribbling, passing, lay ups, and shooting Knows that certain situations require a specific type of pass Knows that lead passes are meant to get the ball to a moving teammate Knows lay ups are the easiest/highest percentage shots in basketball Essential Question(s) addressed in this lesson: Why is it important to know the basic rules of any invasion game? Why do people want to learn the basic skills used during game play? Standard(s)/Unit Goal(s)/Practice(s) to be addressed in this lesson (type each standard/goal exactly as written in the framework): MA Standards: 2.8: Use combinations of manipulative, locomotor, and non locomotor skills to develop movement seque3nces and patterns, both individually and with others 2.9: Demonstrate developmentally appropriate basic manipulative and advanced specialized physical skills, including throwing and catching different objects with both accuracy and force, hand and foot dribbling while preventing and opponent from challenging and accurate striking proficiency 2.12: Participate in activities that promote physical fitness, decrease sedentary lifestyle, and relieve mental and emotional tension 2.14: Apply advanced movement concepts and beginning game strategies to guide and improve individual and team performance 2.15: Demonstrate strategies for inclusion of all students in physical activity settings relating to strength and speed July 2, 2013 Page 11 of 23

2.16: Describe the purpose and benefits of sports, games, and dance in modern society Unit Goals: Using proper techniques when dribbling, passing, lay ups, and shooting Using strategies to attack their opponents goal during game play Being able to effectively participate in game play Instructional Tips/ Strategies/Notes for Teacher: Ask what they know about lay ups Anticipated Student Preconceptions/Misconceptions (please specify whether they are preconceptions or misconceptions) Stopping and shooting Going off the wrong foot Not using the backboard Lesson Sequence Review the triple threat position, and proper dribbling technique Teacher go over proper execution of a lay up/demonstration Using all six hoops, the students will form two lines at each hoop; one for the lay up and one for rebounding. The lay up line will start two steps out so students can practice their two steps before adding in the dribble. Progressively the students will back up to the free throw line, forcing them to dribble before they do a lay up. Each hoop will compete to see which hoop can make the most lay ups on one minute. Preview of BEEF shooting Formative assessment(s): Teacher observation of lay up techniques Student thumb o meter on skill level at beginning and end of class Preview outcomes for the next lesson: Shooting July 2, 2013 Page 12 of 23

Lesson #6 3: Shooting Brief Overview of Lesson (what this lesson is about): Refining proper shooting technique Prior Knowledge Required: Basic knowledge of how to shoot Estimated Time (minutes): 45 minutes Resources for Lesson (list resources and materials): None By the end of this lesson students will know and be able to (write out clear and concise objectives for this lesson): Can verbally explain the proper execution of dribbling, passing, and shooting Essential Question(s) addressed in this lesson: Why is it important to know the basic rules of any invasion game? Why do people want to learn the basic skills used during game play? Standard(s)/Unit Goal(s)/Practice(s) to be addressed in this lesson (type each standard/goal exactly as written in the framework): MA Standards: 2.8: Use combinations of manipulative, locomotor, and non locomotor skills to develop movement seque3nces and patterns, both individually and with others 2.9: Demonstrate developmentally appropriate basic manipulative and advanced specialized physical skills, including throwing and catching different objects with both accuracy and force, hand and foot dribbling while preventing and opponent from challenging and accurate striking proficiency 2.12: Participate in activities that promote physical fitness, decrease sedentary lifestyle, and relieve mental and emotional tension 2.14: Apply advanced movement concepts and beginning game strategies to guide and improve individual and team performance 2.15: Demonstrate strategies for inclusion of all students in physical activity settings relating to strength and speed 2.16: Describe the purpose and benefits of sports, games, and dance in modern society July 2, 2013 Page 13 of 23

Unit Goals: Using proper techniques when dribbling, passing, and shooting Using strategies to attack their opponents goal during game play Being able to effectively participate in gameplay Instructional Tips/ Strategies/Notes for Teacher: Ask what they know about shooting Ask if they know what B.E.E.F shooting is Anticipated Student Preconceptions/Misconceptions (please specify whether they are preconceptions or misconceptions) Shooting with two hands Shooting with the palms Not jumping Lesson Sequence Class discussion on proper shooting format/teacher demonstration of B.E.E.F shooting 21: At head hoop the group will play the game 21. The person who starts takes a foul shot, if they make it they get 1 point and they keep shooting until they miss. Once a foul shot is missed the other players all go after the rebound, when a person gets the rebound and scores they get 2 points. The first person to 21 without going over is the winner. If a player goes over 21 points they return to 11 points. With a partner, use the x s around each of the basketball hoops to practice your B.E.E.F. shooting. Be sure to bend your knees, have your elbow under the ball, eyes on the back of the rim, and follow through with your finger times in the hoop Every five shots move to a new x In groups of 4 use the hoops to play Around the World. The 7 spots are the blocks, the second hash mark, the elbows of the foul line, and the middle of the foul line. If you make a shot you move to the next spot. If you miss you can either stay or take a chance if you are not on spot one. If you miss the chance shot you must return to the beginning. The first person to make it around the world and back is the winner Formative assessment(s): Teacher observation of shooting techniques Peer shooting rubric Student thumb o meter on skill level at beginning and end of class Preview outcomes for the next lesson: Passing July 2, 2013 Page 14 of 23

Lesson #6 4: Passing Brief Overview of Lesson (what this lesson is about): Refining passing techniques Prior Knowledge Required: Basic ability of dribbling and passing Estimated Time (minutes): 45 minutes Resources for Lesson (list resources and materials): None By the end of this lesson students will know and be able to (write out clear and concise objectives for this lesson): Can verbally explain the proper execution of dribbling, passing, and shooting Knows that certain situations require a specific type of pass Knows that lead passes are meant to get the ball to a moving teammate Essential Question(s) addressed in this lesson: Why is it important to know the basic rules of any invasion game? Why do people want to learn the basic skills used during game play? Standard(s)/Unit Goal(s)/Practice(s) to be addressed in this lesson (type each standard/goal exactly as written in the framework): MA Standards: 2.8: Use combinations of manipulative, locomotor, and non locomotor skills to develop movement seque3nces and patterns, both individually and with others 2.9: Demonstrate developmentally appropriate basic manipulative and advanced specialized physical skills, including throwing and catching different objects with both accuracy and force, hand and foot dribbling while preventing and opponent from challenging and accurate striking proficiency 2.12: Participate in activities that promote physical fitness, decrease sedentary lifestyle, and relieve mental and emotional tension 2.14: Apply advanced movement concepts and beginning game strategies to guide and improve individual and team performance 2.15: Demonstrate strategies for inclusion of all students in physical activity settings relating to strength and speed 2.16: Describe the purpose and benefits of sports, games, and dance in modern society July 2, 2013 Page 15 of 23

Lesson #6 5: Give and Go Brief Overview of Lesson (what this lesson is about): Learning how to best use the basic strategy of give and go Prior Knowledge Required: Basic knowledge of how to pass and move Estimated Time (minutes): 45 minutes Resources for Lesson (list resources and materials): None By the end of this lesson students will know and be able to (write out clear and concise objectives for this lesson): Can verbally explain the proper execution of dribbling, passing, and shooting Demonstrates understanding of the basic rules of basketball Basic strategies to use during invasion games Essential Question(s) addressed in this lesson: Why is it important to know the basic rules of any invasion game? Why do people want to learn the basic skills used during game play? How can strategy be used to help your team succeed in an invasion game? Standard(s)/Unit Goal(s)/Practice(s) to be addressed in this lesson (type each standard/goal exactly as written in the framework): MA Standards: 2.8: Use combinations of manipulative, locomotor, and non locomotor skills to develop movement seque3nces and patterns, both individually and with others 2.9: Demonstrate developmentally appropriate basic manipulative and advanced specialized physical skills, including throwing and catching different objects with both accuracy and force, hand and foot dribbling while preventing and opponent from challenging and accurate striking proficiency 2.12: Participate in activities that promote physical fitness, decrease sedentary lifestyle, and relieve mental and emotional tension 2.14: Apply advanced movement concepts and beginning game strategies to guide and improve individual and team performance 2.15: Demonstrate strategies for inclusion of all students in physical activity settings relating to strength and speed July 2, 2013 Page 17 of 23

2.16: Describe the purpose and benefits of sports, games, and dance in modern society Unit Goals: Using proper techniques when dribbling, passing, lay ups, and shooting Using strategies to attack their opponents goal during game play Being able to effectively participate in gameplay Instructional Tips/ Strategies/Notes for Teacher: Ask what they know about the types of passes and when to use each Remind students of the give and go and where else they have used it this year Anticipated Student Preconceptions/Misconceptions (please specify whether they are preconceptions or misconceptions) A pass is a pass the type does not matter Lesson Sequence Review game rules Small sided games of 3v3 or 4v4 Teacher leads discussion on the give and go, identifying where else this strategy is effective. Demonstration of how groups will practice the play: 2 offense one defense. Teammate one passes to teammate two on the wing then fakes to go behind the defense and then cuts in front of them. Teammate two gives a bounce pass back to teammate two for a lay up. Return to small sided games of 3v3 or 4v4 Formative assessment(s): Teacher observation of the use of the give and go. Student thumb o meter on skill level at beginning and end of class Preview outcomes for the next lesson: Basketball Tournament July 2, 2013 Page 18 of 23

Lesson #6 6: Tournament Brief Overview of Lesson (what this lesson is about): Participating in a round robin basketball tournament Prior Knowledge Required: Ability to execute basic fundamental basketball skills of dribbling, passing, and shooting Estimated Time (minutes): 45 minutes Resources for Lesson (list resources and materials): None By the end of this lesson students will know and be able to (write out clear and concise objectives for this lesson): Can verbally explain the proper execution of dribbling, passing, and shooting Knows that certain situations require a specific type of pass Understands the best way to support the ball carrier is to move to an open space Knows that lead passes are meant to get the ball to a moving teammate Understands that the give and go is an effective strategy that can be used in many invasion games Demonstrates understanding of the basic rules of basketball Essential Question(s) addressed in this lesson: Why is it important to know the basic rules of any invasion game? Why do people want to learn the basic skills used during game play? How can strategy be used to help your team succeed in an invasion game? Standard(s)/Unit Goal(s)/Practice(s) to be addressed in this lesson (type each standard/goal exactly as written in the framework): MA Standards: 2.8: Use combinations of manipulative, locomotor, and non locomotor skills to develop movement seque3nces and patterns, both individually and with others 2.9: Demonstrate developmentally appropriate basic manipulative and advanced specialized physical skills, including throwing and catching different objects with both accuracy and force, hand and foot dribbling while preventing and opponent from challenging and accurate striking proficiency 2.12: Participate in activities that promote physical fitness, decrease sedentary lifestyle, and relieve mental and emotional tension July 2, 2013 Page 19 of 23

2.14: Apply advanced movement concepts and beginning game strategies to guide and improve individual and team performance 2.15: Demonstrate strategies for inclusion of all students in physical activity settings relating to strength and speed 2.16: Describe the purpose and benefits of sports, games, and dance in modern society Unit Goals: Using proper techniques when dribbling, passing, and shooting Using strategies to attack their opponents goal during game play Being able to effectively participate in gameplay Instructional Tips/ Strategies/Notes for Teacher: Review game rules and skill execution Cover tournament format Anticipated Student Preconceptions/Misconceptions (please specify whether they are preconceptions or misconceptions) Lesson Sequence Round robin basketball tournament Formative assessment(s): Teacher observation of game skills Student thumb o meter on skill level at beginning and end of class Preview outcomes for the next lesson: New Units July 2, 2013 Page 20 of 23

List of Unit Resources List and include resources by lesson sequence. Lesson Number Resources ] July 2, 2013 Page 21 of 23

Curriculum Embedded Performance Assessment (CEPA) Basketball Grade 6 Rubric 4 Above Grade Level Always displays proper execution when dribbling, passing, shooting, and taking lay ups during game play Is able to utilize the triple threat position during game play to protect the ball. He or she can also identify the three skills that can be performed out of this position Is always moving to open space to help his/her teammates When he/she has the ball he/she is always looking for the best pass/shot, not looking for friends or the fastest option to get rid of the ball Actively plays both offense and defense throughout each game Understands and plays by the basic game rules Regards all teammates as an equal and valuable member of the team, while displaying good sportsmanship to all involved 3 At Grade Level Displays proper execution when dribbling, passing, shooting, and taking lay ups most of the time during game play Remembers to use the triple threat position during game play to protect the ball most of the time. He or she can also identify the three skills that can be performed out of this position Is almost always moving to open space to help his/her teammates When he/she has the ball he/she is often looking for the best pass/shot, not looking for friends or the fastest option to get rid of the ball Actively plays both offense and defense throughout each game Understands and plays by the basic game rules Regards all teammates as an equal and valuable member of the team, while displaying good sportsmanship to all involved 2 Approaching Grade Level Sometimes displays proper execution when dribbling, passing, shooting, and taking lay ups during game play Remembers to use the triple threat position during game play to protect the ball once or twice a game. He or she can identify one or two of the three skills that can be performed out of this position Is sometimes moving to open space to help his/her teammates When he/she has the ball he/she is sometimes looking for the best pass/shot, not looking for friends or the fastest option to get rid of the ball July 2, 2013 Page 22 of 23

Actively plays both offense and defense for about half of each game, then chooses one or the other With help, he or she can play by the basic game rules Regards some teammates as an equal and valuable member of the team, while displaying good sportsmanship to all involved 1 Below Grade Level Struggles to display proper execution when dribbling, passing, shooting, and taking lay ups during game play Forgets to use the triple threat position during game play to protect the ball during games. He or she struggles to identify any of the skills that can be performed out of this position He or she does not try to move to open space to help his/her teammates When he/she has the ball he/she is looking for friends or the fastest option to get rid of the ball Plays both offense or defense each game With help, he or she still struggles to play by the basic game rules Only treats his or her friends as an equal and valuable member of the team, while displaying good sportsmanship to all involved July 2, 2013 Page 23 of 23