Lesson Plan : Dribbling

Teacher Name:
 Coach Robinson
 Grade 9-10
 PE and Health

 Dribbling a basketball correctly
 Why is it important to be able to dribble a basketball with your head up and eyes looking forward? Key vocabulary- Dribbling, Control, Defender
 The learner will be able to demonstrate the proper way to dribble a basketball with their eyes up
 Demonstrate how to dribble with their head up Demonstrate how to dribble with their fingertips with their right and left hand in a stationary position Demonstrate how to dribble while running and/or jogging while protecting the ball from a defender Be able to write the 8 skill cues of dribbling Be able to discuss in a group, the 3 skill cues of dribbling Be able to write the importance of keeping your head up while dribbling.
 Gymnasium or large smooth outdoor surface *1 basketball (modified or regulation) per student *20 cones
 The teacher brought the students to the middle of the basketball court and asked a couple of questions about basketball. Some questions were, who watched basketball, who were some of their favorite players,did they enjoy watching, who plays the game and who knew how to dribble a basketball correctly? She also explained 8 dribbling cues that would help them dribble correctly.
 (The teacher explained and demonstrated each skill. After teacher finished explaining the first skill the teacher demonstrated for the students.
 Once the teacher demonstrated the skill the students performed the skill in front of the teacher. She was able to give feedback to the students instantly when needed. The teacher put more emphasis on knowledge of performance then results.
 I asked the teacher what accommadations did she make with this class compared to a regular Ed. class. She informed me that she minimizes the area in which she uses and shortens her engaging converstaion to the students before the skill work. The reason for the accomodations was, if they have a large area they tend to not be as engaged as they would if they were close to her and she felt if she talked for a long period of time the students would become restly, she stated it was fairly hard to regain their attention. Another accommodation that she mentioned was that do to their special needs she always would state a couple of positive things that they were doing before she suggested the correction of a student. She wanted to make corrections immediately when they made a mistake so they could pratice dribbling correctly and to limit confusion if she waited to make the correction and do it an a later time.
Checking For Understanding:
 At the end of class period, the teacher gathered the students back to the center of court. She asked students how did they enjoy the activity. They all enjoyed it alot. She then said to the students are they ready for their ticket out the door, they screamed yes!!!!! She said to students I'm only going to call on you if you have your hand raised. She placed them in groups of eight, and asked each group if they could give her one dribbling cue. Some groups needed assistance by way of a clue but all of the groups recieved their ticket out the door.
 Before they left she told the students to remember what they have learned today and practice and play when possible, and informed them they would do something similar the next day.
 Her evaluation process was putting the students into eight groups and asking the groups to give her one of the eight dribbling cues.
Teacher Reflections:
 I asked the teacher how did she think her class went. She said she thought it went well today. She felt the students were on task and enjoyed the assignement. I asked her would she change anything that she did? She replied no but depending on the needs of the students she sometimes has to make changes on the fly so that the student can recieve exactly what the student beside them is recieving.

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