unitplan basketball

Tony SendraBasketball Unit

11/12/12- 11/20/128th Grade

Wilbraham Middle School

Basketball UnitUnit Outcomes/State & National Standards/ Content/ Assessment

Cognitive DomainGrade Level: 8th

Experience Level: Control/Utilization

Unit OutcomesMACF & NASPE

Standards Content Assessment

SWBAT identify four reasons why they should keep their head up while dribbling the basketball.

NASPE #2MA CF #2.17

See your teammates See the defense See the out of bounds linesSee where the basket is

Unit quiz

SWBAT recall the meaning of the acronym BEEF to help with their basketball shooting.

NASPE #2MA CF #2.17

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

Teacher questioning

SWBAT identify 2 of 3 skill cues for dribbling the basketball.

NASPE #2MA CF #2.17

Dribbling Skill Cues: Finger pads Waist Height or Lower Eyes up

Teacher questioning

SWBAT identify the four types of passes used in basketball.

NASPE #2MA CF #2.17

BounceChest SkipBaseball

Unit quiz

SWBAT identify different games they can play to practice their basketball skills.

NASPE #2MA CF #2.17

KnockoutNotre Dame Passing GameDribble EliminationHot Shot

Unit quiz

SWBAT demonstrate their knowledge of the rules and skills of basketball by scoring 75% or higher on the culminating quiz.

NASPE #2MA CF #2.17

Rules of BasketballBasketball Skills

Unit quiz


Affective DomainGrade Level: 8th



StandardsContent Assessment

SWBAT identify and abide by classroom rules and routines.

NASPE # 5MACF # 2.26

Daily rules and routines

Teacher observationDaily Grade

SWBAT demonstrate positive sportsmanship amongst peers.

NASPE #5MACF # 2.26, 2.27

Identifying encouragement and enthusiasm towards peers

Daily Grade

SWBAT perform activities in a safe and controlled manner.

NASPE #5MACF # 2.26

Safe PlaySelf Control

Informal observation of students’ ability to be aware of surroundingsDaily Grade

SWBAT make all students feel included in all activities.

NASPE #6MACF # 2.25, 2.26

Importance of team effort in having a successful volleyball team

Teacher questioning

SWBAT communicate efficiently to optimize success.

NASPE #6MACF # 2.26, 2.27

Communication in drills & game-play settings

Teacher observation

SWBAT understand different skill levels and strengths amongst peers.

NASPE #6MACF # 2.25, 2.27

Skill awarenessPositive encouragement

Teacher observationDaily Grade


Psychomotor DomainGrade Level: 8th



StandardsContent Assessment

SWBAT demonstrate a proper basketball shot using the BEEF acronym.

NASPE # 1MACF # 2.17

Shooting PracticeKnockoutHot ShotRelays

Teacher observationSkills Assessment

SWBAT perform a proper chest pass to a teammate during gameplay.

NASPE #1MACF # 2.17

4 Types of PassesNotre Dame Passing Game

Teacher observation

SWBAT demonstrate a proper dribble during skill practice and gameplay.

NASPE #1MACF # 2.17

Warm-up with basketballDribble EliminationRelays

Teacher observation

SWBAT demonstrate offensive strategies with their teammates during gameplay.

NASPE #1MACF # 2.17

Offensive strategiesCombination play

Teacher observation

SWBAT demonstrate defensive strategies with their teammates during gameplay.

NASPE #1MACF # 2.17

Man to man markingZone defenseProper defensive form

Teacher observation

SWBAT demonstrate improvement in their basketball skills by the end of the unit.

NASPE #1MACF # 2.17

Ball Handling SkillsShooting/Lay-ups

Basketball Skills Assessment (Peer Evaluation)

Unit Evaluation System- Basketball

Component 1: Written Assessments

Students will complete a summative assessment at the end of the unit to check how much they learned about the sport.

20%

Component 2: Skill Development

Students will complete a peer evaluation at the beginning and end of the unit to assess their psychomotor growth.

20%

Component 3: Daily Grade

Students will receive a number grade each class. The grade can be a maximum of 5 points, and a minimum of 0 points.

80%

Daily Grade Criteria

Grade of 5 points:Positive participation/demonstrates enthusiasmFollows directions/willingness to work & learn

Shows respect for other students & teachersCooperates/works well with all students & teachers

Shows good sportsmanshipReady for class on time

Deduct one or more points for the following:For being inattentive/talkative during class

For lack of effortFor being off-task/unable to follow directionsFor lack of self discipline/control/motivation

For inappropriate languageFor being late for attendance/class

For chewing gumFor not locking locker between classes

Grade of 0:Unprepared with PE clothes and/or sneakers

Disruptive or abusive behavior

NAME: ____________________________________ CLASS: 6F 6G 7F 7G 8F 8G

BASKETBALL QUIZ

1-5. WHAT ARE THE FIVE SPECIFIC POSITIONS:_____________________ _____________________ ___________________________________________ _____________________

6. PART OF YOUR BODY YOU DRIBBLE WITH:_______________________

7-10. FOUR REASONS WHY YOU KEEP YOUR HEAD UP WHILE DRIBBLING:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

11. THE GAME PLAYED IN CLASS WHERE YOU HAD TO SHOOT FROM THE FREE THROW LINE:________________________________

12. THE ONLY PERSON WHO CAN GET YOU OUT IN THE GAME IN QUESTION 11:___________________________________________________________

13. THE GAME PLAYED IN CLASS WHERE YOU SHOT FROM DIFFERENT NUMBERS (NOT BASKETBALL GOLF):________________________________

14. GAME PLAYED IN CLASS WHERE YOU COULD ONLY DRIBBLE THREE TIMES:________________________________________

15. GAME PLAYED IN CLASS WHERE YOU HAD TO KEEP YOUR DRIBBLE:________________________________________

16-20. FOUR TYPES OF PASSES:_________________ __________________ _________________ ________________

21. THE TEAM THAT HAS THE BALL:______________________________

22. THE TEAM THAT DOES NOT HAVE THE BALL:______________________________

23. THE CLOSEST SHOT YOU CAN TAKE, BESIDES A DUNK:______________________________

SPOTS ON THE FLOOR:______ = Baseline______ = Sideline______ = Half-Court______ = Elbow______ = Key______= 3 pt. Line______= Block______ = Free Throw Line

E

H

D

C

A

G

F

B

24. NUMBER OF STEPS FOR THE CLOSEST SHOT YOU CAN TAKE BESIDES A DUNK:

25. WHERE DOES MOST OF THE STRENGTH COME FROM IN YOUR SHOT:_____________________________________

26. WHAT YOU DO AT THE END OF YOUR SHOT:

27-34. FILL IN THE BLANK WITH THE CORRECT LETTER:

BONUS: 3 PTS EACH

1. WHAT WAS THE FIRST BASEKETBALL HOOP MADE OUT OF (BE SPECIFIC)?______________________________________________

2. WHO INVENTED BASKETBALL?______________________________________________

BASKETBALL WORD BANK

BASKETBALL WORD BANK

See your teammatesSmall forwardThe person behind youDribble EliminationHot shotSee where the basket isCenterBounceShooting guardSee the defenseKnock outDefense Lay-up

LegsSkipSee the out of bounds linesPoint guardBaseballFinger tips or finger padsChest1 ½OffenseFollow throughPower forwardNotre Dame Passing Game

See your teammatesSmall forwardThe person behind youDribble EliminationHot shotSee where the basket isCenterBounceShooting guardSee the defenseKnock outDefense Lay-up

LegsSkipSee the out of bounds linesPoint guardBaseballFinger tips or finger padsChest1 ½OffenseFollow throughPower forwardNotre Dame Passing Game

WMS Physical EducationBasketball Skills Assessment

Name:______________________________________ Class: 6F 6G 8F 8G 7F 7G

Observer:_______________________

Date:_______________

Ball Handling:

Around the back left: __________

Around the back right:_________

Figure 8 left:__________

Figure 8 right:_________

Quick Hands: ____________

Observer:_______________________

Date:_______________

Ball Handling:

Around the back left: __________

Around the back right:_________

Figure 8 left:__________

Figure 8 right:_________

Quick Hands: ____________

Shooting/Lay-ups:

Foul shots:__________/5

Right side lay-ups:__________/5

Left side lay-ups:_____________/5

Shooting/Lay-ups:

Foul shots:__________/5

Right side lay-ups:__________/5

Left side lay-ups:_____________/5

Results of Assessment

In my middle school basketball unit I tried to be much more selective with my assessments while still measuring in all three domains. In this unit I used three formal assessments. The psychomotor assessment was a peer skills assessment performed on the first and last day of the unit. The affective skills assessment was a daily grade given to students based on specified criteria. The cognitive assessment was a quiz at the end of the unit.

The peer skills assessment was helpful in seeing how students progressed throughout the unit. Most of the students did a good job filling out the form, but if I were to use this assessment again I would demonstrate filling it out on the whiteboard to ensure the students understand. I did not include much ball handling skill practice in the unit, so to measure pre and post results for this category did not really help me demonstrate student learning. For next time, I would include shooting, lay-ups, and dribbling in the skills assessment. Another thing I did not really like about this assessment is that it focused on outcomes rather than performance. Just because a student did increase the amount of foul shots they could make by the end of the unit does not mean that they did not improve their form. For my next basketball unit, I would definitely like to do an assessment that focuses on improvement of performance.

The affective assessment was very easy to do and was really helpful in determining a grade for students each day. The one conflict I had in implementing this assessment was that I did not always know every student’s name when I needed to take away points. This was a quick fix because I could just ask one of the other students. This assessment helped me learn names quicker because it gave me an extra reason to really focus on them. I would definitely keep this assessment for future units, but may want to incorporate another affective assessment as well.

The cognitive quiz was a very traditional form of assessment that allowed students to demonstrate what they learned throughout the unit. The students had an overall average grade of 84 on this quiz. There were many students with perfect scores, but also some as low as 25. I believe that these grades can be attributed to lack of studying, poor attendance, not paying attention in class, or student has an IEP. For future assessments where there is such a fluctuation in grades, I need to make sure I ask the students why they had a hard time with the quiz. This will give me a better idea of how to change my assessment or my teaching.

All in all, I think the assessments given were effective in measuring student progress towards the learning objectives. After trying these assessments out once, I have a good idea of what I need to change in order to make them more effective next time around.

Basketball Study Guide

Five Positions:1. Point guard2. Shooting guard3. Center4. Small forward5. Power forward

Part of your body you dribble with:Finger tips or finger pads

4 reasons why you keep you head up while dribbling:1. See your teammates2. See the defense3. See the out of bounds lines4. See where the basket is

The game played in class where you had to shoot from the free throw line:Knockout

The only person who can knock you out in knock out:The person behind you in line

The game played in class where you shot from different numbered spots:Hot shot

Game played in class where you could only dribble three times:Notre Dame Passing Game

Game played in class where you had to keep your dribble:Dribble Elimination

Four Types of Passes:1. Bounce 2. Chest3. Skip 4. Baseball

The team that has the ball:Offense

The team that doesn’t have the ball:Defense

The closest shot you can take, besides a dunk:Lay-up

Number of steps for a lay-up:1 ½

Where does most of the strength come from in your shot:Legs

What you do at the end of your shot: Follow through

Spots on the floor:A= BaselineB= SidelineC= Half-CourtD= ElbowE= KeyF= Free Throw LineG= 3 point lineH= Block

G

C

A

D

E

F

B

H

Basket #3

Basket #4Basket #1

Basket #2

Team #1:Hunter A.

Elizabeth B.Harrison C.

Olivia G.Mason H.Grace M.Sean O.Lydia R.Ashley S.

Court #1

Team #2:Samantha B.

Seamus B.Makem D.

Sara G.Michelle L.Gracie P.

Graham S.Michael S.Elanore W.

Court #2

Team #3:Kelsey A.Rachel C.Troy D.Sam D.

Mackenzie H.Aiden M.Jenna N.

Salvatore P.Jarrett R.

Team #4:Jacob B.

Madelynne C.Chiara D.

Savannah D.Colin G.Luke G.

Jeffrey M,Cailin M.

Nicholas Z.

Basket #3

Basket #4Basket #1

Basket #2

Team #1:Noah B.Kyle C.

AbbeyG.Jonathon J.

Victor L.Rebekah S.

Elizabeth W.Tristan W.Edward W.

Court #1

Team #2:Michael C.

Matthew C.Ben D.Lily E.

Evan F.Abigail R.

Felix T.Grace W.

Terrell W.

Court #2

Team #3:Leah A.Jing C.John C.

Gianna D.Pat H.

Jacob L.Sean M.Carly P.

Dominick R.Lesley V.

Team #4:Caleb A.Ethan A.Vivian C.

Maximus G.Steven J.

Katelyn K.Cameron M.

Lauren S.Daniel T.

Basket #3

Basket #4Basket #1

Basket #2

Team #1:Megan A.Julian B.Callie C.

Isabelle D.Tia N.

Devin R.Zachary R.

Court #1

Team #2:Isabella B.Grace B.

Zachary F.Maria G.Joshua K.

Andrew R.Frasier V.

Court #2

Team #3:Courtney B.

Julia C.Jacob G.Dash G.

Hannah J.Cameron M.

Corey S.Matt W.

Team #4:Gabriella D.

Mason H.Regan K.

Jake L.Isaiah P.Alex P.Ryan S.

Kelsey W.

Basket #3

Basket #4Basket #1

Basket #2

Team #1:Matt B.

Justin B.Will B.

Alyssa B.Kayla G.Faith G.

Aislinn L.Ryan M.Saira Y.

Court #1

Team #2:Brenden D.

Ryan D.Isabela F.

Catherine G.Tess H.Matt P.Noah S.

Kristiana V.Julia V.

Court #2

Team #3:Jack D.

Brigid F.Margaret G.

Jacob H.Hanna L.

Samantha M.Alexander R.

Dan R.

Team #4:Sarah G.John K.

Sterling L.Alexandrea M.

Olivia N.Jack R.Nora S.Ben W.

Basket #3

Basket #4Basket #1

Basket #2

Team #1:Joven A.

Brooke B.Olivia D.Alexis K.John M.Eric V.

Emily W.

Court #1

Team #2:Kayleigh C.Nathaniel C.

Sophia E.Francis F.

Eric G.Nickolas S.

Alyssa S.Summer W.

Court #2

Team #3:Jack C.

Jared C.Isabella D.

Keith G.Hannah L.Michelle N.

Will R.Madalyn S.

Team #4:Samantha D.

Robert K.Brandon M.

Emily P.Emma P.

Zachary R.Brian S.

Jarred W.

Basket #3

Basket #4Basket #1

Basket #2

Team #1:John B.

Meghan B.Matt C.

Megan H.Ian M.Jeff P.Sara S.Zoe T.Jon W.

Court #1

Team #2:Jacob B.Jared B.Jacob C.

Ashley G.Cameron P.

Wyatt P.Caitlyn R.Victoria S.

Court #2

Team #3:Omar A.Tim D.

Sarah D.Kaila F.Sean N.

Brianna O.Ashley S.

Samantha V.

Team #4:Lloyd E.Emily G.

Edward K.Emilie L.Nick P.Nick S.

Sabrina S.Madison T.

Matt W.

References

"Basketball Shooting Drills - Knockout." BasketballCoach.com. BasketballCoach.com. Web. 6 Nov 2012. <http://www.basketballcoach.com/cgi-bin/basketball/basketball-drills/dc/Knockout-600.html>.

Haefner, Jeff. "5 Things You Need To Know To Be a Great Ball Handler." Breakthrough Basketball. Breakthrough Basketball, LLC, 5 2010. Web. 4 Nov 2012.

Herninko, Wayne. " Shooting A Basketball (B.E.E.F.) ." PE Central . PE Central, 22 2003. Web. 6 Nov 2012. <http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=72>.

"Modified Games." Sporting Pulse. Aussie Hoops. Web. 7 Nov 2012. <www.sportingpulse.com/get_file.cgi?id=218282>.

"Spectrum of Teaching Styles." The Landmark Styles Across the Spectrum. Spectrum Institute for Teaching and Learning, n.d. Web. 4 Nov 2012. <http://www.spectrumofteachingstyles.org/styles>.

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