Curriculum Project Sport Education Basketball Mayra Carrera KIN 362 May 9, 2011

Table of Contents Belief Statement----page 3 Specific Goals----pages 3-4 National and State Standards---pages 4-5 Safety---page 6 Equipment and facility---page 6 Block Calendar---pages 7-10 Daily Lesson Plans---pages 11-29 Appendix---pages 29-31 References---page 32

Belief Statement High school aged students are at a point in their lives in which their physical and mental abilities are far above where they were in elementary and middle school. As a consequence, this should facilitate and aid them as physical education participants. Their full potential should not be neglected just because they are in a gymnasium versus a classroom. What they learn in physical education is just as important if not more crucial to a students life after high school. As physical educators our focus should be to provide individuals with tools, such as motor skills, to lead a healthy, fit, and active lifestyle. Essentially, give him or her the fullest sense of every physical activity and sport option available to them and build upon the knowledge and skills theyve developed throughout their educational careers. In addition, have those lifestyle altering activities they have and will familiarize themselves with encompass an affective influence on the students life by increasing their passion for all aspects of sport and exercise. With that said, the teaching model Sport Education is the curricular approach that I selected. According to Siedentop, Hastie, and Mars (2004) the goals of Sport Education are: to educate students to be players in the fullest sense and to help them develop as competent, literate, and enthusiastic sportspersons. Those goals accurately depict what I believe to be the purpose of secondary physical education.

Specific Goals The goals for this curriculum lie in the key feature of the sport education model: providing an authentic sport experience that is developmentally appropriate and has equal

participation for all. For the sport education model and this curriculum one of the goals is for all students to share in the planning and administrative responsibilities within varies basketball experiences. They must learn to work effectively in a group setting while developing and applying knowledge about coaching, refereeing, and training. Along with that, another goal is to have the students develop the capacity to make reasoned decisions about basketball related concerns. They will, hopefully, develop basketball specific techniques, strategic play, and fitness to be able to accomplish this goal. An additional goal is to have the students appreciate the game of basketball in its entirety. To expand on this goal the aim will be to have the students appreciate any rituals, rules, and festivities that make basketball unique. For example, since this curriculum will incorporate the NBA as the theme, the plan is to have the students welcome the fact that the NBA holds a championship at the end of the season. Lastly, an additional goal is to have the students interest in basketball spark so high that they consider getting involved on the school or community basketball team. Generally, what all these goals have in common is that the students will develop and provide responsible leadership opportunities and experiences that will assist them further in life and outside of school. By working with the same team all season long and by rotating through different roles of a basketball team the students will walk away with cognitive, affective, and psychomotor skills and abilities that they flourished or expanded.

National Standards and State Goals National Standards

Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 3: Participates regularly in physical activity. Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. State Goals: Goal 19: Acquire movement skills and understand concepts needed to engage in healthenhancing physical activity. Goal 20: Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment. Goal 21: Develop team-building skills by working with others through physical activity. Goal 22: Understand principles of health promotion and the prevention and treatment of illness and injury. Goal 23: Understand human body systems and factors that influence growth. Goal 24: Promote and enhance health and well being through the use of effective communication and decision-making skills.

Safety This sport education basketball curriculum will include several safety rules to keep students out of harms way. One will be about keeping a boundary, of about 10 feet, between the different courts and the wall. While in skill practice the students will watch spacing with one another and respect each others personally boundaries. During a basketball match the students will constantly need to be aware of their surroundings. This includes other classmates, balls, other equipment and walls. Basketball requires some contact, but anything that surpasses the typical amount will not be tolerated. Flagrant and intentional fouls will result in loss of playtime. In addition, the students will use all equipment in the manner it was intended.

Equipment and Facility The entire curriculum will take place in the one of the several gymnasiums inside the school, depending on the availability of each. Each gym has approximately 6-8 basketball hoops that will be needed for practice, training, and game time. The equipment list goes as follows: Computer projector Projector screen Music and music player 26 basketballs Poster board Markers Pen and paper 6 basketball nets Cones 25 Poly spots 8 Pennies 8 Clip boards

Week 1 Monday Intro Day HRF: Cardiovascular endurance. Warm-up: 5 minutes run 1. Intro to Sport Education Model and basketball. 2. Appointing Coaches, teams, and student roles. Teams choose NBA team and make team poster. Closure: Each team will have a few seconds to present their NBA team and mascot. Tuesday Rules/Dribbling HRF: CV and muscular endurance and flexibility. Warm-up: 5 minute run 1. Warm-up Routine Discussion and Execution 2. Stationary Dribbling Drills -Figure 8s -Around waist -Right/left 3. Moving Dribbling Drills -Cross-over -Scissors -Backward 4. Incorporation of Dribbling Drills to Teams Practice Plans Technology: N/A Wednesday Shooting HRF: CV & muscular endurance & flexibility. Warm-up: 5 minute run 1. Warm-up and Stretching Routine Led By PT 2. Lay-up drill -2 lines, 6 courts, 3 levels of the task will be offered 3. Free throw drill -Competition -Can be used for any spot on the floor 4. Incorporation of Shooting Drills to Team Practice Plans Technology: N/A Assessment: Verbal quiz on shooting drills Thursday Defense HRF: CV & muscular endurance and flexibility. Warm-up: 5 minute run 1. Warm-up and Stretching Routine Led By PT 2. T-Drill -Each team participates in it together Friday Student Roles HRF: CV and muscular endurance and flexibility. Warm-up: 5 minute run 1. Warm-up and Stretching Routine Led By PT 2. Detail about student roles

3. Zig-zag Drill-

3. Practice of roles in modified 4 on 4 games

4. Incorporation of Defensive Drills to Teams Practice Plans Technology: N/A Assessment: Verbal quiz on defensive Technology: N/A Assessment: Verbal quiz on their roles.

Technology: pedometers Assessment: Role responsibility assignment

Assessment: Verbal quiz on dribbling drills

Week 2 Monday Practice HRF: Cardiovascul ar endurance and flexibility. Warm-up: 5 minutes run Review roles of each student. Tuesday Practice HRF: Cardiovascul ar endurance and flexibility. Warm-up: 5 minutes run Written exam: rules, etiquette, drill, and roles. Wednesday Game Day 1 HRF: Cardiovascular endurance and flexibility. Thursday Game Day 2 HRF: Cardiovascular endurance and flexibility. Friday Game Day 3 HRF: Cardiovascular endurance and flexibility. Warm-up and Stretching Routine Led By PT Court 1: 1 v 4 Court 2: 2 v 6 Duty Teams: 3, 5 Assessments Sheets Court 1: 5 v 4 Court 2: 2 v 3 Duty Teams: 1, 6 Assessments Sheets Court 1: 5 v 4 Court 2: 3 v 1 Duty Teams: 2, 6 Assessments Sheets

Warm-up and Warm-up and Stretching Routine Led Stretching By PT Routine Led By PT Court 1: 1 v 2 Court 1: 1 v 5 Court 2: 3 v 4 Court 2: 2 v 4 Duty Teams: 5, 6 Duty Teams: 3, 6 Assessments Sheets Assessments Sheets Court 1: 1 v 3 Court 2: 4 v 6 Duty Teams: 2, 5 Assessments Sheets Court 1: 3 v 5 Court 2: 2 v 6 Duty Teams: 1, 4 Assessments Sheets

Warm-up and Stretching Routine Led By PT Student coaches and managers discuss and lead the team in developing a practice plan. Student coaches and managers lead their team in practice plan. Technology: N/A Assessment: Writing of their practice plan down (exit slip).

Warm-up and Court 1: 1 v 6 Stretching Court 2: 5 v 4 Routine Led Duty Teams: 2, 3 By PT Assessments Sheets Student coaches and managers lead their team in practice plan. Game schedule for tomorrow set and posted. Technology: N/A Assessment: Written quiz. Court 1: 2 v 6 Court 2: 3 v 5 Duty Teams: 1, 4 Assessments Sheets

Game schedule for tomorrow set and posted.

Game schedule for tomorrow set and posted.

Technology: HRM Assessment: Peer Assessment of Referee and Role responsibility checklist.

Technology: HRM Assessment: Peer Assessment of Referee and Role responsibility checklist.

Technology: HRM Assessment: Peer Assessment of Referee and Role responsibility checklist. 8

Week 3 Monday Practice HRF: Cardiovascular endurance and flexibility. Warm-up: 5 minutes run Warm-up and Stretching Routine Led By PT Student coaches gather with team and discuss the season and may make any changes to practice plan. Organize assessment sheets. Student coaches and managers lead their team in original or new practice plan. Technology: N/A Assessment: Students will be asked to write their thoughts about the season thus far. Tuesday Game Day 4 HRF: Cardiovascular endurance and flexibility. Warm-up and Stretching Routine Led By PT Court 1: 5 v 6 Court 2: 1 v 2 Duty Teams: 3, 4 Assessment Sheets Court 1: 3 v 6 Court 2: 4 v 2 Duty Teams: 1, 5 Assessment Sheets Wednesday Game Day 5 HRF: Cardiovascular endurance and flexibility. Warm-up and Stretching Routine Led By PT Court 1: 2 v 5 Court 2: 1 v 3 Duty Teams: 4, 6 Assessment Sheets Court 1: 5 v 4 Court 2: 1 v 6 Duty Teams: 2, 3 Assessments Sheets Thursday Game Day 6 HRF: Cardiovascular endurance and flexibility. Warm-up and Stretching Routine Led By PT Court 1: 1 v 2 Court 2: 3 v 4 Duty Teams: 5, 6 Assessments Sheets Court 1: 1 v 6 Court 2: 5 v 4 Duty Teams: 2, 3 Assessments Sheets Friday Game Day 7 HRF: Cardiovascular endurance and flexibility. Warm-up and Stretching Routine Led By PT Court 1: 1 v 5 Court 2: 2 v 4 Duty Teams: 3, 6 Assessments Sheets Court 1: 1 v 3 Court 2: 4 v 6 Duty Teams: 2, 5 Assessments Sheets

Court 1: 3 v 5 Court 1: 3 v 6 Court 1: 2 v 6 Court 1: 3 v 5 Court 2: 1 v 4 Court 2: 4 v 2 Court 2: 3 v 5 Court 2: 2 v 6 Duty Teams: 2, 6 Duty Teams: 1, 5 Duty Teams: 1, 4 Duty Teams: 1, 4 Assessment Sheets Technology: HRM Assessment: Peer Assessment of Referee and Role responsibility checklist. Assessment Sheets Technology: HRM Assessment: Peer Assessment of Referee and Role responsibility checklist. Assessments Sheets Technology: HRM Assessment: Peer Assessment of Referee and Role responsibility checklist. Assessments Sheets Technology: HRM Assessment: Peer Assessment of Referee and Role responsibility checklist.

Week 4 Monday Practice HRF: Cardiovascular endurance and flexibility. Warm-up: 5 minutes run Warm-up and Stretching Routine Led By PT Tuesday Play-offs HRF: Cardiovascular endurance and flexibility. Warm-up and Stretching Routine Led By PT Round Robin Tournaments: every team plays every team once. Wednesday Play-offs HRF: Cardiovascular endurance and flexibility. Warm-up and Stretching Routine Led By PT Round Robin Tournaments: every team plays every team once. Thursday Play-offs HRF: Cardiovascular endurance and flexibility. Warm-up and Stretching Routine Led By PT Round Robin Tournaments: every team plays every team once. Friday Championship/Festivity HRF: Cardiovascular endurance and flexibility. Warm-up and Stretching Routine Led By PT All teams are assigned an opponent with the top two teams playing one another in the championship. Teams with most points play in the championship. Trophies and awards ceremony and presentation. Picture taking with teams.

Student coaches gather with team and discuss the season and may make any changes to practice plan. Organize assessment sheets. Student coaches and managers lead their team in original or new practice plan. Technology: N/A Assessment: Students will be asked to write their thoughts about the season thus far.

Technology: HRM Assessment: Peer Assessment of Referee and Role responsibility checklist.

Technology: HRM Assessment: Peer Assessment of Referee and Role responsibility checklist.

Technology: HRM Assessment: Peer Assessment of Referee and Role responsibility checklist.

Technology: HRM Assessment: Peer Assessment of Referee and Role responsibility checklist.

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Daily Lesson Plans Lesson Plan # ____1_____ A. Teachers Names: Mayra Carrera B. Teaching Date: Monday C. School and Grade Taught: Freshmen in high school D. Content/Unit: Sport Education- Basketball: Intro Day E. Equipment Needed: Music and music player Computer projector Projector screen Poster Boards Markers Pen and paper F. Student Prerequisites: Basic listening and following directions skills G. Student Objectives: (each should have behavior, criterion, condition) The student will be able to: 1. (Psychomotor): run or jug for five consecutive minutes, at a respectable pace, during the warm-up activity. 2. (Cognitive): recall several stretching and warm-up activities by thinking back through previous units when asked, by the teacher, to build or assist a classmate in building a warm-up plan for their team 3. (Affective): to cooperate with their classmates, in the selection of teams and student roles, throughout the lesson when asked to do so by the teacher. H. National Standards: 5. Exhibits responsible, personal, and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. I. ISBE Goals: 21.B.4 Work cooperatively with others to achieve group goals in competitive and noncompetitive situations (e.g., challenge course, orienteering). 24.B.4 explain how decision-making affects the achievement of individual health goals.

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J. Overall Safety: Students will watch spacing with one another and respect each others personally boundaries. K. Health-Related Fitness (HRF) Component & Activities that Support Learning of HRF: This lesson will address cardiovascular endurance. This component will be addressed with running or jogging during warm-up. The teachers will address this component after they run/ jog and before the students check their pedometers. L. (5 min) Instant Activity: 5 Minute Run/ Jog 1) Description: The students will part take in a 5-minute jog or run around the gymnasium (or outside track, weather permitting), while wearing pedometers. 2) Safety: Students will watch spacing with one another and respect each others personally boundaries. 3) Diagram of activity: attached, hand drawn. 4) Transition to next lesson component: The teachers will turn off the music and the students will stop, turn their attention toward the instructors, and walk over to the teachers. M. (1-2 min) Set Induction The teachers will ask the students if theyve ever seen basketball on TV and if so who their favorite team or player is? Teachers and students will elaborate on the answers received ultimately leading to the mention and talk of the NBA. The class will then walk over to the classroom they will use for the day. N. (15-16 min) Task 1: Intro to Sport Education Model and Basketball 1) Description: The class will be in a classroom setting. The teacher will introduce the sport education model and basketball using a PowerPoint presentation. The theme is NBA; therefore, the teacher will add information and fun facts about the league and the teams that make up the association. Students will be kept attentive by asking them for input or information they would like to add. The students will be asked questions about the presentation as the class progresses to check for their understanding. 2) Safety: Students will watch spacing with one another and respect each others personally boundaries. 3) Diagram: attached, hand drawn. 4) Extension: N/A 5) Refinement (sport education goals): o Competence o Literateness o Enthusiasm 6) Application: Can you name 3 teams in the NBA by city and mascot? 7) Transition to next lesson component: The teachers will end the presentation where the model begins to introduce the appointing and selection of coaches and teams. 12

O. (15-16 min) Task 2: Appointing/ Selecting Coaches, Teams, and student roles. 1) Description: Previously (last unit), the students had the opportunity to fill out an application showing their interest in wanting to be a coach. The application was a written nomination form describing the roles and responsibilities of this leadership role. At this time the 6 coaches were announced with drum role and/or music. Afterwards the coaches and the student coaches have a private meeting. The coaches will choose 6 even teams (4 students per team, one team will have 5), however, they will not know that which of those teams will be the team they will ultimately be on. Each coach will draw a number from a hat and whatever number they draw is what team they are the coach for. Meanwhile, the other students will be watching a video clip pertaining to basketball. Next, the final teams will be announced with drum role and/or music. The teams will then gather as a group and select other student roles: referee, personal trainer, and scorekeeper. They will have a role responsibility sheet they can view to aid in their decision and fill out to help remember whos doing what. The team with the extra person will take on the role of manager. Then they will together choose an NBA team that will represent their team and make a poster/ banner to hang up on their home court. 2) Safety: Students will watch spacing with one another and respect each others personally boundaries. 3) Diagram: attached, hand drawn. 4) Extension: N/A 5) Refinement: N/A 6) Application: Can you name 3 teams in the NBA by city and mascot? 7) Transition to next lesson component: The teachers will end the presentation and ask the personal trainers to think of what they would like to incorporate in their teams stretching and warm-up plan. P. (3 min) Closure: Each team will have 30 seconds to present their NBA team and mascot. Q. Assessment: Role responsibility assignment sheets will be turned in at the end of class. This will complete the assessment of the affective objective stated above. R. References: http://www.isbe.net/ils/pdh/standards.htm http://www.jerichoschools.org/ms/teachers/tderose/MSBasketballSportEd.pdf Lesson Plan # ____2_____ A. Teachers Names: Mayra Carrera B. Teaching Date: Tuesday

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C. School and Grade Taught: Freshmen in high school D. Content/Unit: Sport Education- Basketball: Rules and Dribbling E. Equipment Needed: Pen and paper 26 basketballs 25 Poly-spots F. Student Prerequisites: Basic listening and following directions skills Very basic dribbling skills G. Student Objectives: (each should have behavior, criterion, condition) The student will be able to: 1. (Psychomotor): dribble a basketball, accurately and with correct form, consistently for 30 seconds while in a stationary stance. 2. (Cognitive): describe proper dribbling techniques by reciting all 3 cues when called upon by the teachers. 3. (Affective): to compliment their classmates, at least once, while practicing skills. H. National Standards: 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. I. ISBE Goals: 19. A.3 Demonstrate control when performing combinations and sequences of locomotor, nonlocomotor and manipulative motor patterns in selected activities, games and sports. 21.A.3c Remain on task independent of distraction (e.g., peer pressure, environmental stressors). J. Overall Safety: Students will watch spacing with one another and respect each others personally boundaries. They will be constantly aware of their surroundings (i.e. other classmates, wall and basketballs) and use the equipment in the manner it is intended. K. Health-Related Fitness (HRF) Component & Activities that Support Learning of HRF: This lesson will address cardiovascular and muscular endurance and flexibility. This component will be addressed with running or jogging during warm-up, the practice of all the dribbling drills, and the doing of the stretching and warm-up routine. The teachers will address this component during the closure.

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L. (5 min) Instant Activity: 5 Minute Run/ Jog 1) Description: The students will part take in a 5-minute jog or run around the gymnasium (or outside track, weather permitting). 2) Safety: Students will watch spacing with one another and respect each others personally boundaries. 3) Diagram of activity: attached, hand drawn. 4) Transition to next lesson component: The teachers will turn off the music and the students will stop, turn their attention toward the instructors, and walk over to the teachers. M. (2-3 min) Set Induction The teachers will ask the students if they can recall any rules or etiquettes to the game of basketball. The students will respond and the teacher will elaborate a bit more on their answers. N. (9- 10 min) Task 1: Warm-up Routine Discussion and Execution 8) Description: The personal trainer from each team will meet and discuss any ideas they had for the warm-up and stretching routine they will part take in everyday for the rest of the unit. The team members will has the freedom to add any ideas or provide any input they have. After discussion the each team will write and execute the warm-up and stretching plan on their home court that will be assigned to them. To check for understanding the students will quickly be asked what the key instructions were. 9) Safety: Students will watch spacing with one another and respect each others personally boundaries. 10) Diagram: attached, hand drawn. 11) Extension: each team will choose the difficulty and intensity of their warm-up plan. 12) Refinement: N/A 13) Application: Can you name and incorporate 3 warm-up and stretching exercises in your plan? 14) Transition to next lesson component: The teacher will yell finish up and count down from 10 then have the students gather by her. O. (5 min) Task 2: Stationary Dribbling Drills 1) Description: The teacher will explain the importance and tactics of dribbling in basketball. The teacher will also explain, in detail, the importance of each drill and have the students practice 3 drills that each team can, but dont have to, use in their practice plan. There will 25 poly spots laid out in a circle formation to organize the students in relation to the teacher to practice all three drills. Each drill will last anywhere from 30 seconds to 1 minute. The first drill will be the figure 8, which requires the player to create the outlining of the number 8 between their legs using a basketball. The second drill is a simple around the waist, moving the ball around the waist picking up speed as the time progresses. The third drill is a simple right hand, left hand stationary dribble. The students will dribble with their left hand with proper technique and dribbling stance for 30 seconds then switch to their right hand. A student will help demonstrate each drill at 15

the beginning of each explanation. To check for understanding the teacher will ask for the three main cues that involve all stationary dribbling. 2) Safety: Students will watch spacing with one another and respect each others personally boundaries. 3) Diagram: attached, hand drawn. 4) Extension: intensity and speed can change according to students comfort and ability level 5) Refinement: Low to the ground, knees bent Non-dominate hand protects ball Eyes up 6) Application: Can you keep a steady and controlled dribble for at least 30 seconds? 7) Transition to next lesson component: The teachers will yell freeze and the students will stop, hold their basketballs, turn their attention toward the instructor. P. (8 min) Task 3: Moving Dribbling Drills 1) Description: The teacher will explain, in detail, the importance of each drill and have the students practice 3 drills that each team can, but dont have to, use in their practice plan. All drills will be done in the full length of the basketball court. There will be two groups of 12-13 students to avoid interference during the drills. One group will go the length of the court, the next group will follow and the same thing happens on the way back. Each drill will be a full down and back. The first drill will be crossover dribbles, take three dribbles, with either hand, then crossover. This will be done all the way down the court. The next drill will be the scissor drill, which require the students to walk quickly down the court moving the balls constantly through their legs. The last drill will be dribbling backwards, take three dribbles, with either hand, then three dribbles backwards. One student will help demonstrate each drill at the beginning of each explanation. To check for understanding the students will be asked to repeat the three main cues used in all moving dribbles. 2) Safety: Students will watch spacing with one another and respect each others personally boundaries. Equipment will be used properly. Boundaries of wall will be cautioned. 3) Diagram: attached, hand drawn. 4) Extension: intensity and speed can change according to students comfort and ability level. 5) Refinement: Low to the ground Soft hands Eyes up 6) Application: Can you keep a controlled dribble the full length of the court twice? 7) Transition to next lesson component: The teachers will yell freeze and the students will stop, hold their basketballs, turn their attention toward the

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instructor. Q. (12-13 min) Task 4: Incorporation of Dribbling Drills to Teams Practice Plans 1) Description: The coach from each team will meet with their team and discuss any ideas they acquired from the previous two tasks or from any previous knowledge they have about dribbling to incorporate into a practice plan. The scorekeeper will quickly write them down. The entire team will then all together execute all the dribbling drills covered in class, run by the coach, and then practice their dribbling part of the lesson. To check for understanding the teacher will ask who will lead the activity. 2) Safety: Students will watch spacing with one another and respect each others personally boundaries. Equipment will be used properly. Boundaries of wall will be cautioned. 3) Diagram: attached, hand drawn. 4) Extension: intensity and speed can change according to students comfort and ability level. 5) Refinement: Low to the ground Soft hands Eyes up 6) Application: Can you keep a steady and controlled dribble for at least 30 seconds? 7) Transition to next lesson component: The teachers will yell freeze and the students will stop, hold their basketballs, turn their attention toward the instructor and be asked to put their basketballs away. R. (1 min) Closure: The students will then be asked the cues for each task performed, stationary and moving dribbles. Also health-related fitness of the lesson will be mentioned at this point. S. Assessment: Based on the answers given in our closure (recite the cues for each skill) we can assess if the cognitive goal of the lesson was achieved. T. References: http://www.isbe.net/ils/pdh/standards.htm Lesson Plan # ____3_____ A. Teachers Names: Mayra Carrera B. Teaching Date: Wednesday C. School and Grade Taught: Freshmen in high school

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D. Content/Unit: Sport Education- Basketball: Shooting E. Equipment Needed: 26 basketballs 12 Poly-spots F. Student Prerequisites: Basic listening and following directions skills Very basic shooting skills G. Student Objectives: (each should have behavior, criterion, condition) The student will be able to: 1. (Psychomotor): make two consecutive lay-ups during practice time and be able to dribble proficiently, with correct form, forwards and backwards during practice times. 2. (Cognitive): describe proper shooting techniques by reciting all 3 cues when called upon by the teachers. 3. (Affective): to compliment their classmates, at least once, while practicing skills. H. National Standards: 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. I. ISBE Goals: 21.A.3c Remain on task independent of distraction (e.g., peer pressure, environmental stressors). 21.B.4 Work cooperatively with others to achieve group goals in competitive and noncompetitive situations (e.g., challenge course, orienteering). J. Overall Safety: Students will watch spacing with one another and respect each others personally boundaries. They will be constantly aware of their surroundings (i.e. other classmates, wall and basketballs) and use the equipment in the manner it is intended. K. Health-Related Fitness (HRF) Component & Activities that Support Learning of HRF: This lesson will address cardiovascular and muscular endurance and flexibility. This component will be addressed with running or jogging during warm-up, the practice of all the shooting drills, and the doing of the stretching and warm-up routine. The teachers will address this component during the closure. L. (5 min) Instant Activity: 5 Minute Run/ Jog 1) Description: The students will part take in a 5-minute jog or run around the gymnasium (or outside track, weather permitting).

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2) Safety: Students will watch spacing with one another and respect each others personally boundaries. 3) Diagram of activity: attached, hand drawn. 4) Transition to next lesson component: The teachers will turn off the music and the students will stop, turn their attention toward the instructors, and walk over to the teachers. M. (1-2min) Set Induction The teachers will ask the students if they can recall any rules or etiquettes about basketball they remember from yesterdays lesson. Teams will begin to go to their home court for team warm-up and team stretching. N. (5 min) Task 1: Warm-up and Stretching Routine Led By PT 15) Description: The personal trainer from each team will lead the team in the teams warm-up and stretching plan on their home court. To check for understanding the students will be asked who leads the task. 16) Safety: Students will watch spacing with one another and respect each others personally boundaries. 17) Diagram: attached, hand drawn. 18) Extension: each team will choose the difficulty and intensity of their warm-up plan. 19) Refinement: N/A 20) Application: Can you name and incorporate 3 warm-up and stretching exercises in your plan? 21) Transition to next lesson component: The teacher will yell finish up and count down from 10 then have the students gather by her. O. (7-8min) Task 2: Lay-up Drill 1) Description: The teacher will explain the importance and tactics behind lay-ups in basketball. Then explain the task. Two balls per court will be allowed. Six courts, each with a different skill level, will be used for this activity. About 6 students will be placed on each of the 4 courts depending on the skill level they choose. The lay-up progression levels will go as follows: one hoop will be for students who may want to work on the take-off, two will focus on the lay-up approach with dribbling, and three will be for the skill as a whole. There will be two lines, each containing 3 students, at each court starting at the 3-point line above the elbow. The right line will start first and complete a lay-up; the left line will follow. Once the student shoots their lay-up they get their own rebound and pass it to the first person in the opposite line of which they started from. The students will then get in the back of the line they just passed the ball to. A couple students will help demonstrate the drill. To check for understanding the teacher will ask what each court will be used for. 2) Safety: Students will watch spacing with one another and respect each others personally boundaries. 3) Diagram: attached, hand drawn. 4) Extension: intensity and speed can change according to students comfort and ability level 19

5) Refinement: Same arm, same leg Controlled Eyes up 6) Application: Can you make a lay-up from each side? 7) Transition to next lesson component: The teachers will yell freeze and the students will stop, hold their basketballs, turn their attention toward the instructor. They will be told to all get a basketball. P. (5 min) Task 3: Free Throw Drill 8) Description: The teacher will explain the importance and tactics behind free throws in basketball. The teacher will show them the correct form in shooting and have the students actively demonstrate. All six baskets will be used. There will be a team at each basket. The students will be lined up behind the free throw line. As a team the students will be required to shoot ten free throws, approximately 2 each. The total free throws made by each team will be taken into account. The team with the higher ratio of makes and attempts will get a point. This will be repeated for 2 rounds. The team with the most points wins. The teacher will also mention that this drill could be used for any sport on the floor. One team will help demonstrate. To check for understanding the students will be asked to repeat the three main cues used in a shooting form. 9) Safety: Students will watch spacing with one another and respect each others personally boundaries. Equipment will be used properly. Boundaries of wall will be cautioned. 10) Diagram: attached, hand drawn. 11) Extension: intensity and speed can change according to students comfort and ability level. 12) Refinement: Square up Reach for the cookie jar Legs 13) Application: Can your team get 8/10 of free throws made? 14) Transition to next lesson component: The teachers will yell freeze and the students will stop, hold their basketballs, turn their attention toward the instructor. Q. (15-16 min) Task 4: Incorporation of Shooting Drills to Teams Practice Plans 8) Description: The coach from each team will meet with their team and discuss any ideas they acquired from the previous two tasks or from any previous knowledge they have about shooting to incorporate into a practice plan. The scorekeeper will quickly write them down. The entire team will then all together execute all the shooting drills (including the free-throw drill in its varied forms) covered in class, run by the coach, and then practice their dribbling part of the lesson. To check their understanding the teacher will ask the students who will lead this task. 9) Safety: Students will watch spacing with one another and respect each others

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personally boundaries. Equipment will be used properly. Boundaries of wall will be cautioned. 10) Diagram: attached, hand drawn. 11) Extension: intensity and speed can change according to students comfort and ability level. 12) Refinement: Elbows in Square up Legs 13) Application: Can you keep a steady and controlled dribble for at least 30 seconds? 14) Transition to next lesson component: The teachers will yell freeze and the students will stop, hold their basketballs, turn their attention toward the instructor and be asked to put their basketballs away. R. (1 min) Closure: The students will then be asked the cues for each task performed, lay-ups and shooting. Also health-related fitness of the lesson will be mentioned at this point. S. Assessment: Based on the answers given in our closure (recite the cues for each skill) we can assess if the cognitive goal of the lesson was achieved. T. References: http://www.isbe.net/ils/pdh/standards.htm Lesson Plan # ____4_____ A. Teachers Names: Mayra Carrera B. Teaching Date: Thursday C. School and Grade Taught: Freshmen in high school D. Content/Unit: Sport Education- Basketball: Defense E. Equipment Needed: 24 cones 13 basketballs F. Student Prerequisites: Basic listening and following directions skills Very basic defensive skills G. Student Objectives: (each should have behavior, criterion, condition) The student will be able to:

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1. (Psychomotor): perform an accurate and proper defensive stance, while sliding and with an offensive player opposing them, during the practice of the skill. 2. (Cognitive): describe proper defensive techniques by reciting all 3 cues when called upon by the teachers. 3. (Affective): to compliment their classmates, at least once, while practicing skills. H. National Standards: 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. I. ISBE Goals: 21.A.3c Remain on task independent of distraction (e.g., peer pressure, environmental stressors). 21.A.4b Apply identified procedures and safe practices to all group physical activity settings. J. Overall Safety: Students will watch spacing with one another and respect each others personally boundaries. They will be constantly aware of their surroundings (i.e. other classmates, wall and basketballs) and use the equipment in the manner it is intended. K. Health-Related Fitness (HRF) Component & Activities that Support Learning of HRF: This lesson will address cardiovascular and muscular endurance and flexibility. This component will be addressed with running or jogging during warm-up, the practice of all the defensive drills, and the doing of the stretching and warm-up routine. The teachers will address this component during the closure. L. (5 min) Instant Activity: 5 Minute Run/ Jog 1) Description: The students will part take in a 5-minute jog or run around the gymnasium (or outside track, weather permitting). 2) Safety: Students will watch spacing with one another and respect each others personally boundaries. 3) Diagram of activity: attached, hand drawn. 4) Transition to next lesson component: The teachers will turn off the music and the students will stop, turn their attention toward the instructors, and walk over to the teachers. M. (1-2min) Set Induction The teachers will ask the students to perform a proper defensive stance. The teacher will elaborate and describe the importance and tactics of a defense in basketball. Teams will begin to go to their home court for team warm-up and team stretching.

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N. (8 min) Task 1: Warm-up and Stretching Routine Led By PT 22) Description: The personal trainer from each team will lead the team in the teams warm-up and stretching plan on their home court. To check for understanding the students will be asked who leads the task. 23) Safety: Students will watch spacing with one another and respect each others personally boundaries. 24) Diagram: attached, hand drawn. 25) Extension: each team will choose the difficulty and intensity of their warm-up plan. 26) Refinement: N/A 27) Application: Can you name and incorporate 3 warm-up and stretching exercises in your plan? 28) Transition to next lesson component: The teacher will yell finish up and count down from 10 then have the students gather by her. O. (6 min) Task 2: T-Drill 1) Description: Each team will participate in this activity as a unit. Cones will outline a T shaped figure, two cones make up the stick and another two make the ends of the dash. There will be 6 T-drill stations set up around the gym. The idea is to practice agility, quickness, and defensive slides. Each student will start at the cone indicating the bottom of the stick part of the T and get to the top, then go right, then all the way left, then back to the middle and down, by sprinting and/or sliding. A sliding round and a running round will each be executed. A student will help demonstrate the drill. To check for understanding the teacher will ask what each court will be used for. 2) Safety: Students will watch spacing with one another and respect each others personally boundaries. Aware of the cones. 3) Diagram: attached, hand drawn. 4) Extension: intensity and speed can change according to students comfort and ability level 5) Refinement: Quick feet Light on your toes Hands up and out 6) Application: Can you make it through the T in under 20 seconds? 7) Transition to next lesson component: The teachers will yell freeze and the students will stop, turn their attention toward the instructor. P. (5 min) Task 3: Zig-Zag Drill 15) Description: The students will choose partners. One will start on defense another will start on offense. Every pair will start on the base line. Two different courts will be used. There will be cones in a zig-zag formation the length of the full court. The task is to travel the zig-zag. The offense student will dribble and crossover at the cones, remember to protect their ball. The defense student will play light defense on the offense. The focus for the defense is to keep a low stance and sliding motion at all times. When both students have traveled the length of the court performing the task the roles

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will switch and be carried out going back to the baseline they started at. One student will help the teacher demonstrate. To check for understanding the students will be asked to repeat the three main cues used in a shooting form. 16) Safety: Students will watch spacing with one another and respect each others personally boundaries. Equipment will be used properly. Boundaries of wall will be cautioned. 17) Diagram: attached, hand drawn. 18) Extension: intensity and speed can change according to students comfort and ability level. 19) Refinement: Hands up and out Light on your toes Quick feet 20) Application: Can your tap your partners ball away once? 21) Transition to next lesson component: The teachers will yell freeze and the students will stop, hold their basketballs, turn their attention toward the instructor. Q. (15-16 min) Task 4: Incorporation of Defensive Drills to Teams Practice Plans 15) Description: The coach from each team will meet with their team and discuss any ideas they acquired from the previous two tasks or from any previous knowledge they have about defense to incorporate into a practice plan. The scorekeeper will quickly write them down. The entire team will then all together execute all the defensive drills covered in class, run by the coach, and then practice their dribbling part of the lesson. To check their understanding the teacher will ask the students who will lead this task. 16) Safety: Students will watch spacing with one another and respect each others personally boundaries. Equipment will be used properly. Boundaries of wall will be cautioned. 17) Diagram: attached, hand drawn. 18) Extension: intensity and speed can change according to students comfort and ability level. 19) Refinement: Hands up and out Light on your toes Quick feet Application: Can you keep a proper defensive stance while sliding for 20 seconds? 20) Transition to next lesson component: The teachers will yell freeze and the students will stop, hold their basketballs, turn their attention toward the instructor and be asked to put their basketballs away. R. (1 min) Closure: The students will then be asked the cues for each task performed, lay-ups and shooting. Also health-related fitness of the lesson will be mentioned at this point.

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S. Assessment: Based on the answers given in our closure (recite the cues for each skill) we can assess if the cognitive goal of the lesson was achieved. T. References: http://www.isbe.net/ils/pdh/standards.htm Lesson Plan # ____5_____ A. Teachers Names: Mayra Carrera B. Teaching Date: Friday C. School and Grade Taught: Freshmen in high school D. Content/Unit: Sport Education- Basketball: Student Roles E. Equipment Needed: 2 Basketballs 8 Pennies F. Student Prerequisites: Basic listening and following directions skills Very basic basketball knowledge G. Student Objectives: (each should have behavior, criterion, condition) The student will be able to: 1. (Psychomotor): run or jug for five consecutive minutes, at a respectable pace, during the warm-up activity. 2. (Cognitive): describe proper what their role on the team entails, in 3 short sentences, when called upon by the teacher. 3. (Affective): to compliment their classmates experiencing their roles for the first time, at least once, while practicing skills. H. National Standards: 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 5. Exhibits responsible, personal, and social behavior that respects self and others in physical activity settings. I. ISBE Goals: 21.B.4 Work cooperatively with others to achieve group goals in competitive and noncompetitive situations (e.g., challenge course, orienteering). 21.A.3c Remain on task independent of distraction (e.g., peer pressure, environmental stressors).

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J. Overall Safety: Students will watch spacing with one another and respect each others personally boundaries. They will be constantly aware of their surroundings (i.e. other classmates, wall and basketballs) and use the equipment in the manner it is intended. K. Health-Related Fitness (HRF) Component & Activities that Support Learning of HRF: This lesson will address cardiovascular and muscular endurance and flexibility. This component will be addressed with running or jogging during warm-up, the practice of all the roles, and the doing of the stretching and warm-up routine. The teachers will address this component during the closure. L. (5 min) Instant Activity: 5 Minute Run/ Jog 1) Description: The students will part take in a 5-minute jog or run around the gymnasium (or outside track, weather permitting). 2) Safety: Students will watch spacing with one another and respect each others personally boundaries. 3) Diagram of activity: attached, hand drawn. 4) Transition to next lesson component: The teachers will turn off the music and the students will stop, turn their attention toward the instructors, and walk over to the teachers. M. (1-2 min) Set Induction The teachers will ask the students if they can recall any rules or etiquettes to the game of basketball. The students will respond and the teacher will elaborate a bit more on their answers. N. (8 min) Task 1: Warm-up and Stretching Routine Led By PT 29) Description: The personal trainer from each team will lead the team in the teams warm-up and stretching plan on their home court. To check for understanding the students will be asked who leads the task. 30) Safety: Students will watch spacing with one another and respect each others personally boundaries. 31) Diagram: attached, hand drawn. 32) Extension: each team will choose the difficulty and intensity of their warm-up plan. 33) Refinement: N/A 34) Application: Can you name and incorporate 3 warm-up and stretching exercises in your plan? 35) Transition to next lesson component: The teacher will yell finish up and count down from 10 then have the students gather by her. O. (6 min) Task 2: Details about student roles 1) Description: The students will receive a worksheet (the one they got in lesson 1) that explains in detail what each role consists of. The teacher will go into further detail 26

and explanation when going through the sheet. Each team will get together and talk about their roles and what it means for the team. A student will help pass out the sheet. To check for understanding the teacher will ask one bullet point from each role. 2) Safety: Students will watch spacing with one another and respect each others personally boundaries. 3) Diagram: attached, hand drawn. 4) Extension: N/A 5) Refinement (student roles): Everyones a player Referee Personal Trainer Scorekeeper Coach 6) Application: Can you name 1 main point about each role? 7) Transition to next lesson component: The teachers will stop the class from talking and the students turn their attention toward the instructor. P. (5 min) Task 3: Practice of roles in modified 4 on 4 Games 22) Description: The students will split into their teams. Each team will get the chance to play and be the duty team to practice their roles. The game will have a relax feel to it so the students can accurately practice their roles. There will be 3 round of games. Each game will last 5 minutes and 2 minutes will be used for transition and discussion about how the students felt their roles. Three teams will help the teacher demonstrate. To check for understanding the students will be asked to repeat what the purpose of this task is. 23) Safety: Students will watch spacing with one another and respect each others personally boundaries. Equipment will be used properly. Boundaries of wall will be cautioned. 24) Diagram: attached, hand drawn. 25) Extension: intensity and speed can change according to students comfort and ability level. 26) Refinement (student roles): Everyones a player Referee Personal Trainer Scorekeeper Coach 6) Application: Can you name 1 main point about each role? 7) Transition to next lesson component: The teachers will blow the whistle to end game play and the students will stop, set the basketball on court, turn their attention toward the instructor. Q. (1 min) Closure: The students will then be asked the key points to each role. Also health-related fitness of the lesson will be mentioned at this point.

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R. Assessment: Based on the answers given in our closure (recite the key points of each role) we can assess if the cognitive goal of the lesson was achieved. S. References: Complete Guide to Sport Education by Daryl Sidentop http://www.isbe.net/ils/pdh/standards.htm Basketball Sport Education Sport Education was developed for the enhancement of learning the concepts of how to play a sport and how to coordinate and manage the sport experience by assuming different roles on a team. Sport Education gives you (the students) a chance to value fair play, respect the decision of officials, and appreciate the spirit of competition. Sport Education puts you in positions of responsibility and makes you aware that the success in your roles has direct relationship to the success of your team. Role responsibilities are as follows: Chairman of the NBA (Teacher): Facilitates the entire program Player (everyone): Give a good effort in trying to learn techniques and tactics Play hard and fairly Support teammates Respect opponents and officials Assist and encourage teammates Help with equipment Coach: Provide general team leadership o Organize their team in their home base o Report team attendance to chairman Direct practice and strategy drills Help make decision about lineups Represents the team on the court in conversation with officials Personal Trainer: Leads and organized a 8-10 minute warm-up and stretching consisting of cardio, muscular strength and endurance, and flexibility Time keeper during game play Scorekeeper/Manager: Assume the administrative functions of ongoing team responsibilities Turn in and paper work or forms Help get team members to the right locations for their roles

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Record scoring performances as it occurs Keep running account of the status of the ongoing competition Compile scores Appendix

Rules, Scoring, Etiquette, and Special Considerations A field goal is a shot that is made any place on the court. Any shot taken on or outside of the 3-point line will be credited with 3 points on the scoreboard. Consequently, if any shot is taken inside the 3-point line it constitutes as a 2-point field goal. Fouls are illegal contacts made by members of the opposing team. A free throw is one or more uncontested shots taken by a player from the free-throw line as a result of a foul given while putting up a shot. A free throw is worth 1 point. A held ball (aka jump ball) is when two or more players from opposite team have control of the ball; the referee will do a jump ball at the closest circle (near either basket or center court) in order for a team to assume possession. Traveling is a violation when a player takes one or more steps without taking a dribble. A double is a violation when a player starts to dribble then stops and then continues to dribble again. Over and back is an illegal move when the ball is taken back across the half court line after it already has crossed it once. All violations and illegal moves are considered turnovers, in which the opposing team assumes possession immediately afterwards. As part of the modification for this curriculum each game will have two 5-minute halves, but official NBA timing is four 12-minute quarters. For this unit purposes the clock will only stop during free throws and if the score is tied at the end it will be next point wins. On the other hand, NBA official rules state that if a tie occurs at the end of official game playtime additional period/s are played, each overtime period lasting 5 minutes. The referees enforce improper etiquette, scoring, and all rules.

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History and Background Information Dr. James Naismith who was also the founder of the basketball program at University of Kansas invented the game of basketball in 1891 in the YMCA Training School in Springfield, Massachusetts. In Springfield, se was faced with the problem of finding a sport to play indoors, in a small space, during winter for the School for Christian Workers (now known as Springfield College). Naismith wanted to create a game of skill not just strength focused. The first game was actually played with a soccer ball using elements of football, soccer, and hockey. Two peach baskets were used as goals. The first professional league, National Basketball League, was founded in 1898, eight years later. This league only lasted five years but its demise gave birth to the Original Celtics in 1915 that participated in loosely organized leagues around the U.S. The National Basketball Association was formed in the 1940s. By the 1960s professional teams from coast to coast-played before crowds of millions of people. Bill Russell (Boston Celtics) and Wilt Chamberlain (LA Lakers) dominated the NBA from the late 50s through the 60s. Kareem Abdul-Jabbar (LA Lakers) came to prominence during the 1970s. Other players like Larry Bird (Boston Celtics) and Magic Johnson (LA Lakers) injected excitement into the league in the 1980s. In the late 80s Michael Jordan (Chicago Bulls) entered the league helping his team dominate the NBA during the early 90s.

List and Definition of Skills and Concepts

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Shooting: most important skill in basketball because it results in points being scored

Squaring up: when a players shoulders are facing the basket as they release the ball for a shot

Passing: how the ball gets to one player to another (bounce, overhead, chest). Dribbling: how the ball is transported (in addition to passing) from one area of the court to another.

Layups: a type of shot that is taken from underneath, or close to, the basket. Jump stops: a halt that is taken with both feet to stop movement of a player. It can lead to a pass or a shot.

Pivoting: a technique used to not cause a traveling violation. Screening: a move that is performed on the player with the ball or other players without it. Best technique that incorporates all the players on the court to get open.

Cutting: a sharp move to the basket Rebounding: getting possession of the ball after it has been shot by either team player.

References

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DeRose, T.A. Basketball Sport Education [PDF document]. Retrieved from http://www.jerichoschools.org/ms/teachers/tderose/MSBasketballSportEd.pdf Foster, P. (2010, September 28). Basketball Rules & Etiquette. Retrieved from: http://www.livestrong.com/article/250070-basketball-rules-etiquette/ Goh, F. (1997). History of Basketball. Retrieved from: http://library.thinkquest.org/10615/no-frames/basketball/history.html Linker, J. Sport Education Model [PowerPoint slides]. Retrieved from Illinois Compass Web site: https://compass.illinois.edu/webct/urw/lc5116011.tp0/cobaltMainFrame.dowebct Siedentop, D., Hastie, P.A., Mars, H. (2004). Complete Guide to Sport Education. Champaign: Human Kinetics.

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