Mini Unit Grade 8 Basketball Mno Assignment Consolodated Sept 8

MNO Mini Unit Assignment:
Table of Contents
Assignment Description
Assignment Components
Lesson Plans
Lesson Plan Rationale
o Assessment
o Educational Psychology
o Communications Technology
Mini-Unit Assignment
Assignm
ent
Overview
MNO Mini Unit Plan

Assignment
In this assignment you will develop a mini unit plan comprised of an

overview and rational, a performance task and rubric, three
consecutive lessons and associated rationales, and a final reflective
blog. Elements of this assignment will be graded by instructors in
your C&I, Assessment, Psychology and Education Technology modules
(see chart below to see which elements will be assessed by which
module instructor).
The three lesson plans should be carefully linked to scaffold learning.
Moreover, they should demonstrate knowledge about the
development of lesson objectives to attend to curricular outcomes,
differentiated instruction, and the establishment of a productive
learning environment. They should also attend to learning theory,
and assessment theory. One of your three lessons should incorporate
the use of technology.
The rationale for instructional decisions should incorporate concepts
learned in PSI across each module in order to demonstrate the
strategic (rather than intuitive) nature of pedagogical decisionmaking.
This assignment is due by Oct. 27.
Your mini-unit must focus on Grade 1-6 curriculum outcomes from the
Alberta Program of Studies.
This template must be posted to your ePortfolio by the due date.
Check with each module instructor regarding specific expectations for
submission.
Assignment Components
2.
3.
4.
An overview of curriculum outcomes, inquiry

questions, and assessment features.
Include three lesson plans as specified by
your C&I instructor
A series of summary pages for the lesson
plan sequences that tie lesson plan features
to course expectations. See assignment
template for more information.
A performance task and accompanying
rubric. Your performance task must be linked
to your three lessons. This performance
task must be completely developed,
including handout with instructions for
students, resources students will require and
a rubric and checklist.
Module
Assessme
nt
C&I
Assessme
nt, Ed
Tech,
Psycholog
y
Assessme
nt
Lesson Plans
MINIUNITPLANOVERVIEW:BASKETBALLBASICS
NameofUnit:BasketballBasics
Dates:November913,2015
StudentTeacherName:ValPedersen
Grade:8
Subject:PhysicalEducation
Course:ED3501Dr.JohnPoulsen
MINIUNITORGANIZER
CurriculumGoals/LearnerExpectations/InstructionalOutcomes
ThisminiunitisbasedontheGrade8PhysicalEducationCurriculum(2000)The
ABCDsofPhysicalEducation.ThisunitisfoundedonGLOAandCfromtheAlberta
LearningPhysicalEducationGuidetoImplementation.
GLOAStudents will acquire skills through a variety of developmentally appropriate
movement activities; dance, games, types of gymnastics, individual activities and activities
in an alternative environment; e.g., aquatics and outdoor pursuits.
Basic Skills:
1. Locomotor: walking, running
2. Manipulative: receiving (catching, collecting), retaining (dribbling) and sending
(passing, shooting)
This unit builds on SLOs:
A8-1 - select, combine and perform specific locomotor skills in a variety of activities to
improve personal performance
A8-5 demonstrate ways to receive, retain and send an object with varying speeds, accuracy
and distance in skills specific to an activity.
Application of Basic Skills in Games:
A8-10 Select, combine and perform activity-specific basic skills in a game
A8-11 be able to identify and evaluate specific strategies and tactics that coordinate effort
with others e.g. team/fair play
GLOCStudentswillinteractpositivelywithothers.
FairPlay
C83demonstrateetiquetteandfairplay
Teamwork
C85recommendpracticesthatcontributetoteamwork
ThisminiunitonbasketballisdesignedsothatAlbertastudentshavethe
opportunitiestodeveloptheknowledge,skillsandattitudesnecessarytoleadanactive
healthylifestyle.
BASKETBALLBASICSMINIUNITOVERVIEW
Day
Monday
Nov.9
Lesson1
Tuesday
Nov.10
Lesson2
Wednesday Thursday
Nov.11
Nov.12
Lesson3
Lesson4
Friday
Nov.13
GamePlay
Main
Objective
TSW
Practice and
perform triple
threat position
(retaining)
TSW
Practice and
perform
manipulative
skills: retaining;
i.e. dribbling a
basketball
TSW
Practice
manipulative
skills: receiving
i.e. catching and
collecting the
basketball
sending i.e.
passing and
throwing the
basketball
TSW
Practice and
perform
shooting a
basketball with
proper form
TSW
Combine,
consolidate and
execute the basic
basketball skills into
game play: triplethreat, dribbling,
passing, receiving
and shooting
Activities
Expert video
Skill
Description
Demonstration
(by teacher)
Practice
Perform
Discuss
Model video
Skill Description
Demonstration
(by peers)
Practice
Perform
Discuss
Model video
Skill Description
Demonstration
(by peers)
Practice
Perform
Discuss
Expert video
Skill Description
Demonstration
(by teacher)
Practice
Perform
Discuss
Student demo video

Round Robin
explanation
Organize teams
Demonstration
(with 6 students)
Play/Perform
Discuss
Watch games video
as whole group
Evaluation
Teacher
observation
Clipboard with
class list to take
anecdotal notes
Clipboard with
checklist and
scoring guide
iPad video selfassessment
(instant
feedback)
15 basketballs
(equipment
room)
Whiteboard
Gymnasium
main
4 basketball
hoops, 2 courts
Teacher
observation
Clipboard with
class list to take
anecdotal notes
Clipboard with
checklist and
scoring guide
(instant
feedback)
30 basketballs
(equipment
room)
Whiteboard
Gymnasium
main
4 basketball
hoops, 2 courts
Teacher
observation
Clipboard with
class list to take
anecdotal notes
Clipboard with
checklist and
scoring guide
(instant feedback)
Teacher
observation
Clipboard with
class list to take
anecdotal notes
Clipboard with
checklist and
scoring guide
(instant
feedback)
15 basketballs
(equipment
room)
Whiteboard
Gymnasium
main
4 basketball
hoops, 2 courts
Teacher observation
Peer observation
Clipboard with class
list to take anecdotal
notes
Clipboard with
checklist and scoring
guide
Video iMovie of
game play
Materials/
Resources
15 basketballs
(equipment room)
Whiteboard
Gymnasium
main
4 basketball
hoops, 2 courts
Pylons
6 basketballs
(equipment room)
Whiteboard
Gymnasium main
4 basketball hoops, 2
courts
Pinnies
2 iPads
Pylons
5 iPads
Pylons
5 iPads
5 iPads
5 iPads
BASKETBALL BASICS MINI UNIT PLAN (5 LESSONS)

LESSON 1
Lesson
Title/Focus
Lesson 1 Basketball Basics: Triple Threat

Position
Retaining
Date
November 9, 2015
Subject/Gra
de Level
Grade 8 Physical Education
Time
Duratio
n
60 minutes
Unit
Basketball Basics
Teacher
Ms. Pedersen
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:
Students will
A: Acquire skills through a variety of developmentally appropriate movement
activities; dance, games, types of gymnastics, individual activities and activities in an
alternative environment; e.g., aquatics and outdoor pursuits.
Students will
A8-1 select, combine and perform specific locomotor skills in a variety of activities to
and distance in skills specific to an activity
C8-3 demonstrate etiquette and fair play
LEARNING OBJECTIVES
Students will:
1. Practice and perform triple threat position
2. Perform retaining/protecting a basketball while standing on the basketball court
3. Be courteous and respectful towards their peers while they are learning new skills
ASSESSMENTS
Observatio
ns:
Observe students performing triple threat position

Observe students receive (catch), retain (hold) and protect (triple threat) the
basketball
LEARNING RESOURCES CONSULTED

Alberta Education Program of Studies Physical
Education
Physical Education Guide to Implementation
(2000)
Alberta Education: Daily Physical Activity: A
Handbook for Grades 1-9 Schools (2006)
MATERIALS AND EQUIPMENT

15 basketballs (equipment room in
gymnasium)
Whiteboard in gymnasium for Advance
Organizer/Agenda
Gymnasium - main
PROCEDURE
Introduction (Focusing Phase)
Hook/Attention Grabber: Michael Jordan was exceptional at triple threat position,
heres why.
Assessment of Prior Knowledge: Whole-class Discussion: Who has done a
basketball unit in Phys Ed before? Who has played basketball? Who knows what triple
threat position looks like?
Time
5 min
Expectations for Learning and Behaviour: Change into gym strip (5 min after
bell, sitting in gym in class row)
Participation, effort, concentration
Advance Organizer/Agenda: Begin with a reflection/connection from PE yesterday,
basketball basics. Whiteboard Instruction, review order of skill practice: Dribbling,
Protecting the ball, Passing/Receiving
Transition to Body: Introduce the 3 learning activities
Time
Learning Activity
#1
Assessments/
Differentiation:
Learning Activity
#2
Body (Exploring Phase)

WARM UP
Run 3 laps of the full gymnasium
Meet back in the center when you are done
Whole class stretch (lower body, upper body, shoulders)
If students cant run full time, do a walk-run warm up instead
Triple Threat Position
1.Demonstrate and discuss Triple threat position Offensive
players has 3 options/decisions: Pass, Dribble, Shoot
a. Individual practice/stance of triple-threat position
b. Partner practice triple threat to dribble, to pass
Assessments/ Differentiation:
If students arent comfortable passing with a partner, they can
continue to pass on the wall until they are ready to partner
pass/receive
Learning Activity
#3
Assessments/
Differentiation:
10 min
Jab Step
1. Jab step Dominant foot
a. Explain offensive purpose of jab step and pivot foot
staying planted
b. Practice jab step with ball in hands
2. Jab step Non-dominant foot
20 min
Sponge
activity
If students arent comfortable jab step practice with dominant foot,

observe other students
If students need more challenge, practice jab step to dribble
(advanced step)
Closure (Reflecting Phase)

Consolidation/Assessment of Whole class mode
Learning:
Draw attention to the end of the lesson, bring
PE students in to the center ring
Consolidate learning into a meaningful whole,
reinforce major points to help students retain
key skills/movements
Formatively assess:
1. Questions emphasizing self-assessment:
Thumbs up who understood:
Triple threat?
2. Share tips with whole group and teacher
Feedback To Students
On their Learning and Behavior:
Verbal positive reinforcement from my
Feedback from Students
observations about their skills, attitude in PE,
effort and participation
Listen, give opportunity for verbal feedback
from students
Transition To Next Lesson
Basketball Dribbilng!
Image of Stephan Curry 2014 NBA Champion,
profressional basketball player, expert dribbler: (to
generate excitement for dribbling lesson plan
tomorrow in PE)
Direct students to locker rooms to change for next
Time
10 min
period (8 mins)
Sponge
Activity/Activities
Reflections from the

lesson
1. Jab Step
2. Bump hoops at each end of main court
How did this lesson play out? What worked? What didnt?
Where can I make time adjustments?
What can I add to the lesson to increase students skill acquisition of
basketball basics?
LESSON 2
Lesson
Title/Focus
Lesson 2 Basketball Basics: Dribbling
Date
November 10, 2015
Subject/Gra
de Level
Time
Duratio
n
60 mins
Unit
Basketball Basics
Teacher
Ms. Pedersen

General
Learning
Outcomes:
Specific
Learning
Outcomes:
Students will
Students will
and distance in skills specific to an activity
LEARNING OBJECTIVES
Students will:
4. Practice and perform manipulative skills: retaining; i.e. dribbling a basketball
5. Practice and perform dribbling a basketball while standing and jogging down the court with
control of the basketball
6. Demonstrate sports etiquette and respect towards their peers while they are learning new
skills
ASSESSMENTS
Observatio
ns:
Observe students dribbling the basketball with control (static and dynamic) (LO #1)

Education

30 basketballs youth size
Pylons

(2000)

Organizer/Agenda
PROCEDURE
Hook/Attention Grabber: Watch video of Stephen Curry, NBA player dribbling a
basketball
basketball unit in Phys Ed before? Who has played basketball? Who knows what
dribbling, passing and shooting is?
Expectations for Learning and Behaviour: Participation, effort, concentration
triple-threat. Whiteboard Instruction, review order of skill practice: Dribbling,
Learning Activity
WARM UP
#1
Assessments/
Differentiation:
Learning Activity
#2
Time
5 min
Time
10 min

Dribbling First we are doing dribbling practice and drills
1. Static, on-the-spot dribbling
c. dominant hand dribbling (R or L)
d. non-dominant hand dribbling (R or L)
2. Cross-over dribbling, bounce passing the ball from L-R
and R-L hand
15 min
If students arent comfortable dynamic dribbling, they can stay
dribbling on the spot
If students need more challenge, speed (fast-break) dribble to the end
of the court
Learning Activity
#3
Locomotor and Manipulative Skills Combined Dribbling

and Moving down the court
1. Dynamic Dribbling
a. Walking and dribbling performing the combined
locomotor skill with the manipulative skill
b. Jogging and dribbling performing the combined
locomotor skill with the manipulative skill
10 min
If students arent comfortable dribbling around cones, they can dribble
down the outside of the court in a straight line or dribble while
standing on the spot
Differentiation: Non-locomotor with manipulative skill

Learning:
Formatively assess:
Thumbs up who practiced/improved:
Dribbing? Dynamic dribbling?
2.Learning Pairs: Discuss with 1 person beside you
Time
5 min
any tips they have for performing dribbling.


from students
Exit slips
Basketball Passing & Receiving tomorrow!
Image of Lisa Leslie WNBA player to inspire female
students in the class as well to demonstrate that
boys and girls, men and women can all participate
and be successful in sports.
period
Sponge
Activity/Activities

lesson
3. Relay dribbling game

4. 21
5. Bump
How did this lesson play out?

basketball basics?
LESSON 3
Lesson
Title/Focus
Lesson 3 Basketball Basics: Passing &

Receiving
Date
November 11, 2015
Subject/Gra
de Level
Time
Duratio
n
60 mins
Unit
Basketball Basics
Teacher
Ms. Pedersen

General
Learning
Outcomes:
Students will
Specific
Learning
Outcomes:
Students will
A8-5 demonstrate ways to receive, retain and send an object with varying speeds,
accuracy and distance in skills specific to an activity
C8-5 display practices that contribute to teamwork
LEARNING OBJECTIVES
Students will:
7. Practice manipulative skills: receiving; i.e. catching and collecting the basketball
8. Practice manipulative skills: sending; i.e. passing and throwing the basketball
9. Practice and perform receiving and sending a basketball while standing still and on the run
down the court with the basketball
10. Demonstrate sportspersonship while passing and receiving with partners
ASSESSMENTS
Observatio
ns:
Observe students passing and receiving the basketball (static and dynamic) (LO
#1)
Observe students receive (catch), protect (triple threat) and pass the basketball
accurately

Education
(2000)

Pylons
Organizer/Agenda
PROCEDURE
Hook/Attention Grabber: Watch video of a high school student passing and
receiving a basketball
basketball unit in Phys Ed before? Who has played basketball? Who knows what
dribbling, passing and shooting is?
basketball basics. Whiteboard Instruction, review order of skill practice: Dribbling,
Learning Activity
WARM UP
#1
Assessments/
Differentiation:
Learning Activity
#2
Time
5 min
Time
10 min

Sending/Passing the Basketball: First the students are
going to practice sending
2. Static, on-the-spot passing against the gymnasium wall
e. Two-hand passing, equal weight on the ball passing with
both hands to project the ball
f. dominant hand passing (R or L)
g. non-dominant hand dribbling (R or L)
3. Dynamic, walking or jogging passing with a partner
If students arent comfortable dynamic passing, they can stay passing
on the spot against the wall
If students need more challenge, speed (fast-break) passing to the end
of the court
15 min
Learning Activity
#3
Receiving/Catching the Basketball

1.Demonstrate and discuss catching and collecting the
basketball
a. Individual practice passing against the wall, ball can
bounce once before catching
b. Partner practice passing and receiving the ball
c. On the run catching the basketball
15 min
If students arent comfortable passing with a partner, they can
continue to pass on the wall until they are ready to partner
pass/receive
If students need more challenge, speed (fast-break) catching with a
partner

Learning:
Formatively assess:
Dribbing? Triple threat? Passing? Receiving?
any tips they have for performing these basketball
skills.
Time
5 min

from students
Exit slips
Basketball Shooting skills tomorrow!
Quote/Image of Michael Jordan: (to generate
excitement for shooting lesson plan tomorrow in PE)
Michael Jordan, also known by his initials, MJ, is an American

former professional basketball player.
~Just play. Have fun. Enjoy the game.~

period
Sponge
Activity/Activities

lesson
6.
7.
8.
9.
21
Bump
3-on-3
5-on-5 for fun

basketball basics?
LESSON 4
Lesson
Title/Focus
Lesson 4 Basketball Basics: Shooting
Date
Thursday
November 12, 2015
Subject/Gra
de Level
Time
Duratio
n
60 mins
Unit
Basketball Basics
Teacher
Ms. Pedersen

General
Learning
Outcomes:
Specific
Learning
Outcomes:
Students will
Students will
A8-5 demonstrate ways to receive, retain and send an object with varying speeds,
accuracy and distance in skills specific to an activity
LEARNING OBJECTIVES
Students will:
11. Practice and perform shooting a basketball with proper form
12. Practice and perform shooting with feet planted, jump shot, lay-up to shot
ASSESSMENTS
Observatio
ns:
Observe students shooting the basketball, planted, jump and lay-up

Observe students using proper feet, knee, shoulders, arms and hand position on the
ball

Education
(2000)

Basketball hoops lower hoops to maximize
hoop space around the gym
Organizer/Agenda
PROCEDURE
Hook/Attention Grabber: Watch video of Michael Jordan shooting a basketball for
expert modeling
Assessment of Prior Knowledge: Whole-class Discussion:
Who has tried shooting a basketball before?
basketball basics. Whiteboard Instruction, review order of skill practice:
Body Positions while shooting, planted feet shooting, jump shot, lay-up shot
Learning Activity
WARM UP
#1
Time
5 min
Time
10 min

Assessments/
Differentiation:
Learning Activity
#2
Modelling/Body Positioning for shooting a basketball

First we will demonstrate and try proper body position while
shooting
4. Foot position/Knee position
5. Shoulders/Arms/Hands position
6. Window to look through to aim while shooting
10 min
If students arent comfortable, lower upper arm strength shoot up
close to the hoop
If students need more challenge, upper body strength, shoot from
outside of the key but not further than the 3 point line
Learning Activity
#3
Shooting the Basketball

1.Demonstrate and discuss 3 types of shooting
c. Planted shot
d. Jump shot
e. Lay-up shot (R & L sides, develop both dominant and
non-dominant sides)
If students arent comfortable jump shooting, continue to practice
planted shot up close to a net
Move beginning students to a separate net, basketballs moving slower
Group advanced shooters at a different net, for safety, to avoid
basketballs hitting other students while they are trying to acquire new
skills. Advanced basketball players can manage long shots and
basketballs coming from different directions and trajectories

Learning:
Formatively assess:
Planted shooting? Jump shooting? Lay-up?
any tips they have for performing these basketball
skills.

from students
Exit slips
Basketball Game play tomorrow!
Bringing all of our basketball skills together!!
period
20 min
Time
5 min
Sponge
Activity/Activities

lesson
10. 21 to practice shooting skills

11. Bump to practice free throw shooting

basketball basics?
LESSON 5
Lesson
Title/Focus
Lesson 5 Basketball Basics: Game Play 3on-3

Performance Task
Date
November 9, 2015
Subject/Gra
de Level
Time
Duratio
n
60 minutes
Unit
Basketball Basics
Teacher
Ms. Pedersen

General
Learning
Outcomes:
Students will
Specific
Learning
Outcomes:
Students will
A8-10 select, combine and perform activity-specific basic skills in a game
A8-11 be able to identify and evaluate specific strategies and tactics that coordinate
effort with others e.g. team/fair play
C8-5 display practices that contribute to teamwork
LEARNING OBJECTIVES
Students will:
13. Combine, consolidate and execute the basic basketball skills into game play: triple-threat,
dribbling, passing, receiving and shooting
14. Exhibit court etiquette, fair play and sportspersonship during game day
15. Display teamwork on their team of 3 during game play
ASSESSMENTS
Observatio
ns:
Observe students participating and playing on their team of 3

Observe students combining the basic basketball skills into game play: triple-threat,
dribbling, passing, receiving and shooting (discrete, connected, smooth movement)

Education
(2000)

6 basketball, youth (equipment room in
gymnasium)
Organizer/Agenda
Gymnasium main court divided in half, 2
courts - side by side, 4 basketball hoops

Pinnies
2 iPADs for recording
PROCEDURE
Hook/Attention Grabber: High school game play video to show model level of
game play that junior high students can aspire to (motivation and inspiration)
Assessment of Prior Knowledge: Whole-class Discussion: Who has played a game
of basketball?
Expectations for Learning and Behaviour: Change into gym strip (5 min after
bell, sitting in gym)
Participation, effort, sportpersonship, teamwork, fair play, court etiquette
Advance Organizer/Agenda: Discuss game play strategies
Whiteboard Instruction,
Review order of Round Robin Teams (3 students), team name, court order of play
30 students, 10 teams of 3, Round Robin rotation, 4 teams on at a time, for fun, no
kings court, equal game time
Transition to Body: Organize teams, call out names, distribute pinnies
Learning Activity
WARM UP
#1
Assessments/
Differentiation:
Learning Activity
#2
Time
5 min
Time
10 min

3 on 3 Game Play
Half-court
1.Demonstrate and discuss strategies for team play
2. Direct teams to their courts
3. Teams that are off on rotation, observe other students, cheer,
provide feedback to each other
4. Designate students to video record (alternate who records)
a. distribute 2 iPADs
[Repeat x 4 so that all teams play each other]
30 min
(6 mins
per game)
If students arent comfortable or injured on game day, arrange for
those students to participate by video recording the games on each
half-court using the iPADs

Learning:
Formatively assess:
Thumbs up who understood:
Game play?
Time
5 min

from students
Transition To Next Unit

Our next unit is volleyball!
period (8 mins)
Sponge
Activity/Activities

lesson
12. 5-on-5 full court
How did this lesson play out? What worked? What didnt?
What can I add to the lesson to increase students skill consolidation of
basketball basics?
Lesson Plan Rationale

On the pages that follow you will be required to complete a series of lesson plan
summaries and reflections. For each lesson, regardless of the module you are completing
the reflection for, your summary description of the lesson will be the same (do not tailor
these summaries for each module, simply cut and paste them.
Follow the module specific instructions for each rationale required.
For this aspect of the assignment, you now need to view your lesson plans from an assessment perspective. Review
each lesson plan analyzing the consideration given to knowledge and skills you have gained in 3504 with respect to
the use and design of formative assessment strategies, assessment information use, and scaffolding toward
summative tasks. To guide your response give thought to the following.
1. How is your lesson designed to scaffold toward your final performance tasks?
2. What core assessment concepts are guiding your design choices?
3. How are you using formative assessment strategies and the information collected from them to guide your
sequence of lessons.
Ensure that you fully defend each salient point you wish to bring out.
Rationale: Assessment A
Scaffolding Lesson Plans

Lesson 1: Basketball Basics: Triple Threat Position
Retaining
Lesson
Overvie
w:
Description
How does your lesson

scaffold to your
performance task?
What core assessment

concepts inform your
design choice?
Lesson
Outcomes:
GLO A
A8-1
A8-5
C8-3
The triple threat lesson breaks the

game play basketball skills down
into chunks or discrete skills.
Triple threat position is the first
and most important basic skill to
learn first before game play in
basketball. It is the proper and
foundational way to stand on the
court when you are in possession
of the basketball. It is especially
important for grade 8 students to
learn proper triple threat stance
when they have the ball because
most grade 8s turn their back to
the court and lose all control once
they receive the ball.
To guide my sequence of
lessons:
I am having students
practice their skills around
the gym in pairs and
groups so that I can
circulate and observe their
level of skill, development,
progression and their
understanding of the skill
criteria
I am providing verbal
formative feedback
(conversation), whole
group, small group and 1on-1 to assess student
understanding of skills and
for ongoing assessment to
guide instruction and
improve student
performance
I will provide immediate,
specific, constructive
feedback to students
I am using formative
assessment for discrete
skill learning and
acquisition so that
students have the
opportunity to receive
verbal feedback to support
their learning and to
achieve the learning
outcomes of performing
Lesson
Description:
In this lesson
the students
will be in the
gymnasium.
First, I will
explain the
skill to the
students and
provide key
points. A
student model
will
demonstrate
the skill in a
whole group.
Next the
students will:
1. Practice and
perform triple
threat position
2. Perform
retaining/protecti
ng a basketball
while standing
This discrete skill lesson is the

first step to successful game play
and court positioning.
I am teaching basic skills
separately to scaffold, or provide
baby steps, towards full game
play for the grade 8 students
I am teaching the basic skills of
basketball on separate days to
scaffold toward the summative
performance task of game play on
the last day. Game play combines
and consolidates the skills learned
throughout the week into a
holistic perspective for students.
I also have a skills checklist that
scaffolds students skill learning
towards the performance task
rubric
on the basketball
court
Instructi
onal
Processe
s
Description of
what teacher
is doing:
What formative
assessment techniques
will you be using? What
information will you be
collecting? How will you
use that information?
lessons I will be doing:
Observations
Anecdotal record
Checklist
Observing Students
Circulating around
gym
Guiding Skills
Demonstrating
Oral Communication
Ongoing Verbal
Feedback
the manipulative skill

retaining and protecting a
basketball
The formative feedback
will prepare students for
the summative
performance task on game
day, after they have had
the chance to learn
specific skills before
combining them in a
game. Assessment of
learning
The purpose of my
formative assessment in
the gymnasium is to
improve student learning
and skill acquisition
(Davies, 2015)
Formative feedback in
basketball can support
student motivation in PE
Formative feedback in the
gym has 5 purposes:
1. Confirm skill
understanding
2. Provide skill
information
3. Correct incorrect skill
performance
4. Fine tune basketball
skills
5. Refine skills to achieve
the intended learning
outcomes
How does your use of
formative assessment reflect
key assessment concepts?
Whole group and 1-on-1

conversation provides
immediate feedback of
learning, focused on
specific outcomes; e.g.
manipulative skills in
basketball, teamwork, fair
play
Observation and verbal
feedback is to provide
specific, understandable
information about student
performance that can be
constructively used to
continue and improve
Q&A Prompting,
Reinforcing
I will observing the
students movement to
see if they have proper
body/hand/feet/eyes
position while practicing
and performing triple
threat
I will be collecting
anecdotal evidence of
student triple threat skill
acquisition to guide my
verbal feedback before,
during and after the
lesson and in future
lessons of the unit.
Description of
what students
are doing:
Which direction should you be

facing?
Where should your eyes be
looking?
What formation should your body
be in?
Are you bent at the waist?
Who are you thinking about
passing the ball to?
Are you considering dribbling or
shooting?
Practicing and performing

triple threat skill/position
Peer Teaching/Coaching
Work with a partner
Taking turns video
recording the skill
Q&A Guiding Questions:

Sequence of
should you be holding the
key questions: Where
ball?
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
Opening
Assessment of Prior
Knowledge: KWL
assessment of prior knowledge
Have you ever done triple
threat position before? Can
you share what the 3 parts of
triple threat are?
Expectations for Learning
and Behaviour: Change into
gym strip (5 min after bell,
sitting in gym)
Participation, effort,
sportpersonship, teamwork,
fair play, court etiquette
Quick assessment of
basketball skills
Q&A provides an
opportunity for formative
assessment of learning
Q&A assessment is to
check for understanding
(gather data about
students skill
understanding
Anecdotal record provides
evidence of student
learning
Checklist is for students to
know the criteria that they
will be graded on and for
my documentation
Triangulation
observation, conversations
and student skill as
product (performance of
skill)
Formative assessment has
been found to increase
student motivation.
However, some students
do thrive on summative
assessment, so I have
included the summative
performance task on the
last day during game play
I think it is fair to use
formative assessment and
formative feedback while
students are working
towards attaining a new
sports skill ( to increase
confidence, self-esteem
and motivation)
Following Shepards (2000)
guidelines for fair
assessment practices my
student assessment
includes ongoing, informal
assessments of students
understandings to adjust
lessons and teaching plans
before testing.
Furthermore, fair
assessment includes
validity and reliability.
My assessment of
basketball skills is reliable
because it is constant,
uniform, even and
consistent.
My assessment is reliable
because the students
understanding of
Content
Observation &
Conversation during:
Group conversation, 1-on-1
conversation
Learning Activity #1: Warm-up
Learning Activity #2: 3-on3
game play
Closing
Consolidation/Assessment
of Learning
Whole class discussion
Verbal Feedback To Students
Verbal Feedback from
Students
Assessment of learning
from lesson for teacher:
Exit slips from students
outcome on the rubric is

not unjustifiably impacted
by miscalculation,
prejudice, partiality,
favoritism or
dishonesty/unfair
advantage (Gareis &
Grant, 2008).
My assessment is valid
because my
interpretations
extrapolated from
assessment outcomes are
suitable, fitting and
accurate.
Valid assessment because
my assessment tool (skills
rubric) accurately
measures what I intend to
measure the 5 skills.

Lesson 2: Basketball Basics: Dribbling
Lesson
Overvie
w:
Description

scaffold to your
performance task?

design choice?
Lesson
Outcomes:
GLO A & C
SLO
A8-1
A8-5
C8-3
Lesson
Description:
The dribbling lesson breaks

the game play basketball
skills down into chunks or
discrete skills. Dribbling is a
key skill for moving on the
court without travelling in
basketball. It is an imperative
skill to learn before game
play in basketball. It is the
way to advance the ball down
the court when a player is in
possession of the basketball.
It is especially important for
grade 8 students to learn how
to dribble with both their L
and R hands before
attempting game play.
This discrete skill lesson on
dribbling is a key to
successful game play and ball
control.
separately to scaffold, or
provide baby steps,
towards successful full game
play for the grade 8 students.
I am teaching the basic skills
of basketball on separate
In this lesson
the students
will be in the
gymnasium.
First, I will
explain the skill
to the students
and provide key
points. A
student model
will
demonstrate
the skill in a
whole group.
Next the
students will:
formative feedback for
ongoing assessment to
improve student
performance
skill learning and
acquisition so that
students have the
basketball
the summative
the chance to learn
combining them in a
game. Assessment of
1. Practice and
perform
manipulative
skills: retaining;
i.e. dribbling a
basketball
2. Practice and
perform dribbling
a basketball while
standing and
jogging down the
court with control
of the basketball
3. Demonstrate
sports etiquette
and respect
towards their
peers while they
are learning new
skills
Instructi
onal
Processe
s
Description of
what teacher
is doing:
days to scaffold toward the

summative performance task
of game play on the last day.
Game play combines and
consolidates the skills learned
holistic perspective for
students.
What formative
Observations
Anecdotal record
Checklist
Observing Students
Circulating around
gym
Guiding Skills
Demonstrating
Oral Communication
Ongoing Verbal
Feedback
Q&A Prompting,
Reinforcing
body/hand/feet/eyes/ball
and performing
dribbling.
student dribbling skill
acquisition to guide my
learning
The purpose of my
the gymnasium is to
(Davies, 2015)
gym has 5 purposes:
6. Confirm skill
understanding
7. Provide skill
information
performance
skills
Refine skills to achieve the
intended learning outcomes

formative assessment
reflect key assessment
concepts?

basketball, teamwork,
fair play
information about
student performance
that can be
basketball skills
Q&A provides an
opportunity for
formative assessment of
learning
(gather data about
students skill
understanding
verbal feedback before,

during and after the
lesson and in future
lessons of the unit.
Description of
what students
are doing:
Sequence of
key questions:
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
Practicing and
performing dribbling
Dribbling with L and R
hand
Dribbling on the spot,
dribbling while walking,
dribbling while jogging in
a straight line (groups of
5 down the length of the
court)
Work with a partner
Taking turns video
recording the skill
Which hand is your
dominant hand?
How hard to you need to
bounce the ball off the
hardwood gym floor to
make it bounce back up
and stay in control?
If you bounce the ball
harder, is it easier to
maintain control of the
ball
?
Where should you eyes
be looking when you are
dribbling?
What kind of foot/
position are you aiming
for while dribbling?
Assessment of Prior
Knowledge: Whole-class
Discussion: Q&A
Who has done a basketball
unit in Phys Ed before? Who
has played basketball? Who
knows what dribbling, passing
and shooting is?
Transition to Body:
Content
Middle Assessment:
Observation &
Conversation of:
Anecdotal record
provides evidence of
student learning
Checklist is for students
to know the criteria that
they will be graded on
and for my
documentation
Triangulation
observation,
conversations and
student skill as product
(performance of skill)
Formative assessment
has been found to
increase student
motivation. However,
some students do thrive
on summative
last day during game
play
and formative feedback
while students are
working towards
attaining a new sports
skill ( to increase
and motivation)
Following Shepards
(2000) guidelines for fair
assessment practices
my student assessment
includes ongoing,
informal assessments of
students
lessons and teaching
plans before testing.
Furthermore, fair
assessment includes
My assessment of
basketball skills is
reliable because it is
constant, uniform, even
and consistent.
My assessment is
reliable because the
Learning Activity #1 Warm up

Learning Activity #2 Dribbling
Learning Activity # 3
Dynamic Dribbling
of Learning: Closing:
Whole class mode
Draw attention to the end
of the lesson, bring PE
students in to the center
ring
Consolidate learning into
a meaningful whole,
reinforce major points to
help students retain key
skills/movements
Formatively assess:
1. Questions emphasizing
self-assessment:
Thumbs up who
practiced/improved:
Dribbing? Dynamic dribbling?
2.Learning Pairs: Discuss with
1 person beside you any tips
they have for performing
dribbling.
3. Share tips with whole
group and teacher
On their Learning and
Behavior:
Verbal positive
reinforcement from my
observations about their
skills, attitude in PE, effort
and participation
Listen, give opportunity for
verbal feedback from
students
Closing: Exit slips
students outcome on
the rubric is not
unjustifiably impacted
by miscalculation,
favoritism or
dishonesty/unfair
advantage (Gareis &
Grant, 2008).
because my
interpretations
extrapolated from
assessment outcomes
are suitable, fitting and
accurate.
Valid assessment
because my assessment
tool (skills rubric)
accurately measures
what I intend to

Lesson 3: Basketball Basics: Passing & Receiving
Description

scaffold to your
performance task?

design choice?
Lesson
Overvie
w:
Lesson
Outcomes:
GLO A
A8-1
A8-5
C8-3
C8-5
Lesson
Description:
In this lesson
the students
will be in the
gymnasium.
First, I will
explain the skill
to the students
and provide key
points. A
student model
will
demonstrate
the skill in a
whole group.
Next the
students will:
1. Practice
manipulative
skills: receiving;
i.e. catching and
collecting the
basketball
2. Practice
manipulative
skills: sending;
i.e. passing and
throwing the
basketball
3. Practice and
perform receiving
and sending a
basketball while
standing still and
on the run down
the court with the
basketball
Demonstrate
sportspersonship
while passing and
receiving with
partners
The passing and receiving

lesson breaks the game play
basketball skills down into
chunks or discrete skills.
Passing and recieving are
keys skills that need to be
learned as discrete skills on
the wall or with a partner
before incorporating them
into game play. Sending and
receiving are imperative skill
to learn before game play in
basketball. This is how a team
works together to move the
ball around the court. It is
another way to advance the
ball down the court when a
player is in possession of the
basketball. It is especially
important for grade 8
students to learn how to pass
and receive before
passing/receiving is a
fundamental successful game
play and ball control.
provide baby steps,
I develop the basic basketball
skills first before progressing
to game play because game
play is a higher level of skill
execution and more
challenging to execute skills
during game play the
students learn the skills well,
practice repetitively and then
advance
I also include differentiated
instruction for students who
have physical diversity or
who experience difficulty with
basketball skills
students.
practice their skills around
criteria
lessons, I am providing
verbal formative feedback
improve student
performance
skill learning and
acquisition so that
students have the
basketball
the summative
the chance to learn
combining them in a
game. Assessment of
learning
The purpose of my
the gymnasium is to
(Davies, 2015)
gym has 5 purposes:
10. Confirm skill
understanding
11. Provide skill
information

performance
skills
Instructi
onal
Processe
s
Description of
what teacher
is doing:
What formative
Observations
Anecdotal record
Checklist
Observing Students
Circulating around
gym
Guiding Skills
Demonstrating
Oral Communication
Ongoing Verbal
Feedback
Q&A Prompting,
Reinforcing
body/hand/feet/eyes
and performing passing
and receiving.
student passing and
receiving skill acquisition
to guide my verbal
feedback before, during
and after the lesson and
in future lessons of the
unit.

concepts?

play
basketball skills
Q&A provides an
(gather data about
students skill
understanding
evidence of student
learning
my documentation
Triangulation
Description of
what students
are doing:
Sequence of
key questions:
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
Practicing and
performing passing
Practicing and
performing receiving
With a partner and
against the wall
Passing with L and R
hand
Passing on the spot,
passing while walking,
passing while jogging
(with a partner)
Work with a partner
Taking turns video
recording the skill
Are you in ready to
position to receive the
ball?
Are you making a target
with your hands to
signal to your partner
where to send the ball?
Are you looking where
you are passing?
Are you keeping eye
contact with the ball
while receiving?
Are you following
through with your arms
and hands when you
pass?
Are you contacting and
trapping the ball with
your hands when you
receive?
Assessment of Prior
Discussion: Who has done a
basketball unit in Phys Ed
before? Who has played
basketball? Who knows what
dribbling, passing and
shooting is?
Transition to Body:
Introduce the Middle:
Observation &
Conversation during
Learning Activity 1, 2, 3
skill)
student motivation.
and motivation)
guidelines for fair
student assessment
before testing.
Furthermore, fair
assessment includes
My assessment of
uniform, even and
consistent.
by miscalculation,
favoritism or
dishonesty/unfair
advantage (Gareis &
Grant, 2008).
because my
interpretations
extrapolated from
accurate.
rubric) accurately
of Learning
Whole class mode Q &A
Draw attention to the end of
the lesson, bring PE students
in to the center ring
Consolidate learning into a
meaningful whole, reinforce
major points to help students
retain key skills/movements
Formatively assess:
1. Questions emphasizing
self-assessment:
Thumbs up who
practiced/improved:
Dribbing? Triple threat?
Passing? Receiving?
2.Learning Pairs: Discuss with
1 person beside you any tips
they have for performing
these basketball skills.
group and teacher
On their Learning and
Behavior:
Verbal positive reinforcement
from my observations about
their skills, attitude in PE,
students
Exit slips assess
students learning that day
Valid and reliable

assessment because I am
using standardized,
objective checklists,
anecdotal record and a
rubric scoring guide.

Lesson 4: Basketball Basics: Shooting
Lesson
Overvie
w:
Description

scaffold to your
performance task?

design choice?
Lesson
Outcome:
GLO A
A8-1
A8-5
The shooting lesson breaks

game play basketball skills
down into chunks or discrete
skills. Shooting a basketball is
a key skill that needs to be
learned as a separate skill
before incorporating it into
practice shooting around
Lesson
Description:
In this lesson
the students
will be in the
gymnasium.
First, I will
explain the skill
to the students
and provide key
points. A
student model
will
demonstrate
the skill in a
whole group.
Next the
students will:
1. Practice and
perform shooting
a basketball with
proper form
2. Practice and
perform shooting
with feet planted,
jump shot, lay-up
to shot
game play. Shooting is how a

team scores points in
basketball. Shooting is the
way to send the ball to the
hoop to get the ball in the
net. It is especially important
for grade 8 students to learn
how to shoot the ball before
shooting is fundamental to
successful game play and ball
control.
provide baby steps,
students.

criteria that they will be
scored on for the
summative task later in
the week
formative feedback
improve student
performance
skill learning and
acquisition so that
students have the
basketball
the summative
the chance to learn
combining them in a
game. Assessment of
learning
The purpose of my
the gymnasium is to
(Davies, 2015)
gym has 5 purposes:
14. Confirm skill
understanding
15. Provide skill
information
performance
skills
Instructi
onal
Processe
s
Description of
what teacher
is doing:
What formative
Observations
Anecdotal record
Checklist
Observing Students
Circulating around
gym
Guiding Skills
Demonstrating
Oral Communication
Ongoing Verbal
Feedback
Q&A Prompting,
Reinforcing
body/hand/feet/eyes/kne
es/ball position while
practicing and
performing shooting the
basketball.
student basketball
shooting skill acquisition
to guide my verbal
feedback before, during
and after the lesson and
in future lessons of the
unit.

concepts?

play
basketball skills
Q&A provides an
(gather data about
students skill
understanding
evidence of student
learning
my documentation
Triangulation
skill)
Description of
what students
are doing:
Sequence of
key questions:
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
Practicing and
performing shooting:
Layups (L&R), planted
shot, jump shot.
With a partner
Work with a partner
Taking turns video
recording the skill
Are you bending your
knees at the beginning
of your shot?
Are your feet facing the
hoop? Do you have
proper hand position on
the ball?
Are you looking at the
target (net)?
Are you looking at the
back of the rim or the
backboard?
Are you making some
shot? Why or why not?
What part of the skill can
we work on together?
Opening:
Assessment of Prior
Discussion: Q&A
Who has tried shooting a
basketball before? etc.
Content:
Observation &
Conversation during:
Learning Activity 1: Warm up
Learning Activity 2:
Modelling/Body Position for
shooting
Learning Activity 3: Shooting
the basketball, layup,
planted, jump
Closing:
Consolidation/Assessment of
Learning: Whole class mode
Consolidate learning
into a meaningful whole,
reinforce major points to
help students retain key
skills/movements
Formatively assess:
1. Q& A: Questions
emphasizing selfMini-Unit Assignment

student motivation.
and motivation)
guidelines for fair
student assessment
before testing.
Furthermore, fair
assessment includes
My assessment of
uniform, even and
consistent.
by miscalculation,
favoritism or
dishonesty/unfair
advantage (Gareis &
Grant, 2008).
because my
interpretations
extrapolated from
accurate.
rubric) accurately
Valid and reliable
assessment:
Thumbs up who
practiced/improved:
Planted shooting? Jump
shooting? Lay-up?
2. Learning Pairs:
Discuss with 1 person
beside you any tips they
have for performing
these basketball skills.
group and teacher
on their Learning and
Behavior:
Verbal positive
skills, attitude in PE,
Listen, give opportunity
for verbal feedback from
students
Exit slips for me to to
know where they are at
in learning their
basketball skills
Reminder or
performance task and
rubric scoring next
class
Basketball Game play
tomorrow!
Bringing all of our
basketball skills
together!! Review the
handout for game play
rules and the rubric so
you know the grading
criteria for game play
tomorrow.
using standardized,

Lesson 5: Basketball Basics: Game Play 3-on-3
Performance Task
Lesson
Overvie
w:
Description

scaffold to your
performance task?
Lesson
Outcome:
My lessons on the 5
discrete skills scaffold to
the performance task of
game play.
On separate days/lessons,
the students had the
opportunity to observe
modelling, learn, practice,
repeat and perform
separate basic basketball
skills on their own. This
allowed for mastery of
discrete skills before
combining them into a
higher level skill of game
play.
GLO A & C
A8-10
A8-11
C8-3
C8-5
Lesson
Description:
This lesson
includes the
performance
task: game
play.
During this
lesson in the
gymnasium the
students will:
1. Combine,
consolidate and
execute the basic
basketball skills
into game play:
triple-threat,
dribbling,
passing, receiving
and shooting
2. Exhibit court
etiquette, fair
play and
sportspersonship
during game day
3. Display
teamwork on
their team of 3
during game play
I am still only having

students try their skills in a
half court 3-on-3 game,
not 5-on-5 full court to
allow for further
scaffolding into a full court,
full team game.
3-on-3 is a smaller step
and less intimidating for
students to try their new
skills out in game play.
The students know the
criteria, from the checklist,
for the basic skills that
they are being assessed on
during game play today

design choice?
GATHERING EVIDENCE OF
LEARNING
I used a variety of assessment
strategies to elicit information
about student learning.
My strategies are triangulated
to include: observation,
student-teacher
conversations, and student
products.
I am gathering information about
learning by:
Designing tasks that provide

students with a variety of
ways to demonstrate their
learning;
Observing students as they

perform tasks;
Posing questions to help

students hone their sportspecific skills; and
Creating teams, pairs and

groups for peer coaching and
feedback to further their
understanding and skill
acquisition
I designed a rubric scoring

guide for skills that aligned
with the my specific learning
outcomes the curriculum in
Grade 8 PE
Assessment aligns with the

learning outcomes
A=C
I implemented UbD,
understanding by design
where I did backwards
planning. I identified the
desired learning outcomes
first, then designed the
assessment to find out
what students have
learned/what skill level the
students are at and then
designed the learning
activities to equip students
with the new skills
(Wiggins & McTighe, 2005)
I involved students in the
phys ed assessment
I communicated learning
expectations and criteria
before the students'
performance
task/summative
assessment of their skills
I used my assessment
(rubric, checklist) to guide
my instruction
I am collecting, organizing
and presenting evidence in
an anecdotal notes chart
and on a rubric
I evaluate the performance
of their skills during game
day and record it in the
rubric for evidence and
documentation
Instructi
onal
Processe
s
Description of
what teacher
is doing:
What formative
Observations
Anecdotal record
Observing Students
in
game play
Rubric scoring guide
Circulating around
gym
Guiding Game Play
Coaching group of 6
playing on the court
Oral Communication
Ongoing Verbal
Feedback
Q&A Prompting,
Reinforcing
students movement on
the court and their game
play to evaluate their
performance task or
game play. I will be
watching for proper
body/hands/feet/eyes
position while
performing the 4 skills

concepts?
Groups of 6 coaching
during game play provides
game play skills,
teamwork, fair play
game play
Q&A of game play provides
an opportunity for
formative assessment of
learning
(gather data about
students skill
understanding
evidence of student
learning
I am using the rubric
scoring guide to provide
summative feedback to
Description of
what students
are doing:
Sequence of
key questions:
learned in the previous 4

lessons in game play. I
will also be observing for
teamwork and fair play.
I will using the rubric
scoring guide while
observing game play of
each student to give
them an objective grade
for each skill learned
and executed. I will also
have the games video
recorded on the iPads to
review after the
performance task day to
go back and re-watch to
ensure validity,
reliability and fairness in
my marking on the
rubric.
Participating on their
team of 3
Playing in 3-on-3 games
Demonstrating and
performing, during game
play, triple threat
position, dribbling,
passing, receiving and
shooting
Also demonstrating
teamwork and fair play.
When off court, helping
with the iPad video
recording
Where are you going to
stand on the court to
receive and take
possession of the ball?
Which direction are you
going to dribble the ball
and why?
How will you decide
which teammate to pass
to?
How will you make
yourself open on the
court?
What shot are you going
to attempt to take?
the students on their

performance task
They were given a handout
to know the criteria that
they were going to be
scored on
Triangulation
skill)
student motivation.
guidelines for fair
student assessment
before testing.
Furthermore, fair
assessment includes
My assessment of
uniform, even and
consistent.
by miscalculation,
favoritism or
dishonesty/unfair
advantage (Gareis &
Grant, 2008).
because my
interpretations
extrapolated from
accurate.
rubric) accurately
Layup, planted, jump

shot?
How will you be an
effective teammate?
What ideas do you have
for fair play and court
etiquette?
Are you having fun
playing in the game?
because fun is why we
play sports!
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
Where in the
lesson the
assessment
occurred:
Assessment of Prior
Discussion: Q&A Who has
played a game of basketball?
Expectations for Learning
and Behaviour:
Participation, effort,
sportpersonship, teamwork,
fair play, court etiquette
Advance
Organizer/Agenda: Discuss
game play strategies
Review order of Round Robin
Transition to Body:
(Content)
Observation &
Conversation
Learning Activity 2: Game
Play! (Performance Task)
of Learning: Whole class
mode
Draw attention to the end of
the lesson, bring PE students
in to the center ring
Consolidate learning into a
meaningful whole, reinforce
major points to help students
retain key skills/movements
Formatively assess:
1. Whole group Q&A:
Questions emphasizing selfassessment:
Thumbs up who performed 5
skills?
group and teacher
Feedback To Students on
Game Play and the game
skills
on their Learning and
Behavior:

Valid and reliable
using standardized,
Verbal positive
skills, attitude in PE, effort
and participation
students
Closing: Congratulate the
students on their
participation and effort in
game play
I will give them their rubric
scoring guide for summative
feedback next week
For this aspect of the assignment, you now need to view your lesson plans from the Ed Psych perspective. Review a
CHOSEN LESSON plan analyzing the consideration given to knowledge and skills you have gained in 3502 in the
broad areas of child development, learning theories, motivation and classroom structure and climate. To guide
your response give thought to the following.
4. What learning theory concepts are evident/incorporated in this plan? Why?
5. Did I consider the development of a child within the lesson? How?
6. Does my lesson have consideration for motivation of a wide range of learners? Explain.
7. Have I considered classroom structure and climate and potential variables that may derail the lesson?
Consider rules, routines, movement within the class, etc.
Rationale: Ed Psychology A

Lesson 5: Basketball Basics: Game Play 3-on-3
Description
Lesson
Overvie
w:
Lesson Outcome:
GLO A & C
A8-10
A8-11
C8-3
C8-5
Lesson Description:
The students will be playing in a 3on-3 game today to demonstrate
and perform the news skills that
they have learned in the previous 4
lessons this week.
The students will:
1. Combine, consolidate and
execute the basic basketball skills
into game play: triple-threat,
dribbling, passing, receiving and
shooting
2. Exhibit court etiquette, fair play
and sportspersonship during game
day
3. Display teamwork on their team
of 3 during game play
Connections to Learning Theories &

Demonstration of Attention to a
Classroom Structure and Climate
The Learning Theory Concepts
that are evident/incorporated in
this plan and Child
Development:
Physical & Motor Development is
considered in this plan because it is
important to understand gross
motor and fine motor skill
development while making age
appropriate lesson plans in PE. For
children, growing up means getting
bigger, stronger and more
coordinated. Gross motor skills are
improving. Muscles grow and the
brain develops to better integrate
information about movements.
Balance improves and the center of
gravity lowers so students are able
to run, jump, climb and hop. I need
to be aware of this in PE. Fine motor
skills require the coordination of
small movements and these fine
motor skills are developing in grade
8 students. Students will have
developed a preference for their
right or left hand by grade 8 (usually
a predominant hand by age 5
emerges in play). Through the school
years, physical development is
steady in students they become
taller, leaner and stronger as the

progress through junior high and
high school, so they are better able
to master sports and games.
Physical development learning
theory further informs this this mini
unit in terms of play and learning.
Psychologists believe that play
allows children to experiment safely
as they learn about their
environment, try out new behaviors
in the gymnasium and adapt to
perform movement skills on a team.
Play is an active form of learning
that unites the mind, body and spirit
(Woolfolk, Winne & Perry, 2013).
Levels of physical activity needs
increase from early elementary
years to junior high.
Vygotskys social learning
theory is evident in this unit. The
role I play as a more knowledgeable
PE teacher and basketball sport
culture leads to skill learning and
development in the basketball unit.
Social learning is occurring in the
gym when students work in pairs
and on teams. The students
knowledge about sport specific skills
is co-constructed through a social
process in the gym. Sociocultural
theory is evident. I have dialogue
with the students about basketball
terms, technique and jargon.
Scaffolding is evident in the unit
because game play skills are broken
down into steps and discrete
skills/movements.
The ZPD is the phase at which the
students can master the basketball
skill if I give them appropriate help
and support i.e. I demonstrate the
skill, other students model, I provide
oral communication, verbal
feedback, criteria, handouts and the
rubric.
Instructi
onal
Processe
s
Description of what teacher is

doing:
Observations
Anecdotal record
Checklist
Observing Students
Circulating around gym
Guiding Skills
Demonstrating
Oral Communication
Ongoing Verbal Feedback
Q&A Prompting, Reinforcing
I will be collecting anecdotal
evidence of student skill learning
and demonstration to guide my
verbal feedback during the
lesson and in future lessons of
the unit
Description of what students are

doing:
Participating on their team of 3
Playing in 3-on-3 games
Demonstrating and performing,
during game play, triple threat
position, dribbling, passing,
receiving and shooting
Also demonstrating teamwork
and fair play.
When off court, helping with the
Learning Theories Contd

Complex Cognitive Processes
The brain plays are large part in
motor control and movement. During
basketball skill acquisition, students
are going through the 3 parts of
metacognition:
1)Planning which skill they are
going to execute and when
2)Monitoring the skill they are
practicing
3)Evaluation deciding whether they
have met the criteria for the skill
The students are mastering this skill
in 3 phases: Acquisition, Retention &
Transfer
Brain & Cognitive Development
While practicing and performing
basketball skills during the lessons,
the brain is directing motor
movement. Neurons in the brain
store and transfer information.
Axons send the signal and the
dendrites receive the signal.
Neurotransmitters cross the
synapse, sending a message for
muscles to contract or relax which
causes coordinated body
movements during the skill
execution.
Working memory focuses attention
while the students are playing
basketball.
Operant conditioning and ABA is
evident in the verbal feedback
(reinforcement) that I provide to
the students after they demonstrate
a skill.
iPad video recording
Sequence of key questions:

Where are you going to stand on
the court to receive and take
possession of the ball?
Which direction are you going to
dribble the ball and why?
How will you decide which
teammate to pass to?
How will you make yourself open
on the court?
What shot are you going to
attempt to take? Layup, planted,
jump shot?
How will you be an effective
teammate?
What ideas do you have for fair
play and court etiquette?
Are you having fun playing in the
game?
(assessing motivation and
engagement)
Consideration for Motivation of a

Wide Range of Learners
In my lesson, I considered
motivation in learning and
teaching grade 8 physical
education. I considered the internal
state that arouses, directs and
maintains behavior in students in PE.
In my lesson I acknowledge that
students have different
achievement orientations. In the
design of my lesson I built in
reinforcement and verbal feedback
to increase extrinsic motivation.
Students are motivated by external
factors such a high points on the
rubric scoring guide during game
play. I encouraged students to follow
the criteria to foster possible
intrinsic motivation to learn the
basketball skills for the performance
task. Some students may have
intrinsic motivation that is
associated with purely the personal
satisfaction of learning the
basketball skill. I considered that
there would be a wide range of
learners in my gymnasium that have
different approaches to
motivation (perspectives)
including: behavioral, humanistic,
cognitive, social and
sociocultural. I understood that
Maslows basic physiological
needs (such as food and clothing)
need to be met before higher level
basketball skills can be learned. If
deficiency needs arent met,
students will not be motivated nor
physically ready to learn sport skills.
To promote self-determination in
my gymnasium, I explain the
importance of the sport learning
activities and allow students so selfselect their groups for skill learning.
In the performance task,
performance orientation comes
into play because there is a winning
orientation in game play and the
students know they will scored on a
rubric. Mastery-orientation (that
may appeal to other students and
increase motivation) is occurring
during lessons 1-4 when students
are first learning the skills, focusing
on the task not the ability. I foster
self-regulatory learning whereby I
give the students a handout, the
basic skill criteria and the rubric to
support their goals in PE, planning
towards game play and selfmonitoring of skill acquisition. For
students with sport anxiety, I am to
keep anxiety low during game play
by encouraging students to focus on
having fun! Sports and PE are
intended to be fun! To engage
unmotivated students in game
play, I promote a need for affiliation
in the students i.e. being with others
on a team and building relationships
with their peers through sport. I tell
the class that peer approval and
inclusion on the team of 3 is
important. To motivate
uninterested students I maintain a
positive relationship with them, stay
patient, teach strategies. To
motivate discouraged students I
remove the fear of failure by
assuring them that participating will
provide them with adequate points
on the rubric to pass/do well.
Evidence of Lesson Components
(opening, closing, content,
timeline)
Assessment of Prior Knowledge:
Whole-class Discussion: Q&A Who has
played a game of basketball?
Expectations for Learning and
Behaviour: Participation, effort,
sportpersonship, teamwork, fair play,
court etiquette
Classroom structure and climate and potential

variables that may derail the lesson. I considered
rules, routines, movement within the class.
I considered the effective classroom structure and
climate in terms of gymnasium design, positive
learning environment, rules and routines,
Advance Organizer/Agenda: Discuss

game play strategies
Review order of Round Robin
Transition to Body: (Content)
Observation & Conversation
Learning Activity 2: Game Play!
(Performance Task)
Consolidation/Assessment of
Learning: Whole class mode
Draw attention to the end of the
lesson, bring PE students in to the
center ring
Consolidate learning into a meaningful
whole, reinforce major points to help
students retain key skills/movements
Formatively assess:
1. Whole group Q&A: Questions
emphasizing self-assessment:
Thumbs up who performed 5 skills?
2. Share tips with whole group and
teacher
Feedback To Students on Game
Play and the game skills
Feedback from Students on their
Learning and Behavior:
observations about their skills, attitude
in PE, effort and participation
Listen, give opportunity for verbal
feedback from students
Closing: Congratulate the students on
their participation and effort in game
play
I will give them their rubric scoring
guide for summative feedback next
week
communication and dealing with discipline.

Effective Gymnasium Structure Components
that I considered:
1. Communication I gave clear
instructions. I was precise and allowed
time for clarification and questions. I
wrote instructions down in an advanced
organizer on the gymnasium whiteboard. I
clearly identified the criteria for the 5
basic skills.
2. Starting a Lesson Wait until all students
paying attention. I started the lesson with
a Hook/Attention grabber a video for
modelling of other basketball players in
game play. I transitioned to an advanced
organizer and then organized the teams
before everyone spread out across the
gymnasium.
3. Maintaining Attention I maintained
attention by keeping instructions clear,
brief and succinct. If I need to gain
attention of the whole gymnasium with
students spread out, I blow my whistle.
4. Pacing The pace of games is maintained
by the digital game clock on the wall. I am
aware of my teaching and talking tempo.
5. Transitions Transitions between
instructions and game play are smooth and
planned. I maintain the flow of games and
fun. I have the students move on and off
the court swiftly to avoid wasted playing
time. I know ahead of time which court
the teams are on next.
6. Gymnasium Space The entire gym
space is utilized. 3-on-3 teams play on
half-court. The other students are sitting
on benches safely along the wall. The
center court ring is used for whole class
Q&A so that all students can hear the
discussion.
For problem behaviors during game

play, if I see a foul, I will blow the
whistle and call the foul. If student
behaviors are disrupting game play
or observation of game play, I could
impose a penalty or move the
student to a different area of the
gym. If I see problem behaviors
occurring during game play, when I
am busy using the rubric scoring
guide I will use nonverbal cues,
move closer in proximity, keep the
game play going, redirect the
behavior and/or give needed

instruction. If the behavior is very
disruptive, I could assertively tell the
student to stop or provide the
student with choices.
For this aspect of the assignment, you now need to view your lesson plans from the Ed Technology perspective.
Review a CHOSEN LESSON plan analyzing the consideration given to knowledge and skills you have gained in
3508 in the broad areas of technology in education. Make sure that in each facet of your lesson description, you
are explicitly clear about how technology is being used in this lesson. To guide your response give thought to the
following.
1. How is technology being used in each section of the lesson?
2. Have I considered how technology will be used to promote student learning and engagement?
3. Have I considered any problems or limitations with the technology I am using?
Rationale: Communications Technology A

Lesson 5: Lesson 5 Basketball Basics: Game Play 3-on-3
Lesson
Overvie
w:
Description
Describe how communication

technology used in the lesson/s, will
promote student engagement
toward the identified learner
outcome(s). This should provide a
strong rationale for using technology.
Lesson Outcome:
GLO A & C
A8-10
A8-11
C8-3
C8-5
Lesson Description:
The technology used in the lessons will

promote student engagement toward the
skill outcomes in basketball by providing
instant feedback and instant replay. The
video provides and interesting and engaging
way for the students to watch themselves
perform a skill. It provides a fun and
informative way to learn. The students will
be able to see their body position, hand
position and body movements and make
adjustments accordingly.
2 iPads for recording
Video record students participating

and playing on their team of 3
Video record students combining the

basic basketball skills into game play: triplethreat, dribbling, passing, receiving and
shooting (discrete, connected, smooth
movement)
The technology in this lesson provides:
Instant playback
Instant feedback
Visual observation of their own
kinesthetic body movements
Students will:
1.Combine, consolidate and execute
the basic basketball skills into game
play: triple-threat, dribbling, passing,
receiving and shooting
2.Exhibit court etiquette, fair play and
sportspersonship during game day
3. Display teamwork on their team of 3
during game play
Instructi
onal
Processe
s
Describe any potential downsides to

using this technology.
Description of what teacher is
doing:
Observe students participating
and playing on their team of 3
Observe students combining
The technology may fail or be

distracting
Students may feel selfconscious while performing
new basketball skills on the
the basic basketball skills into

game play: triple-threat,
dribbling, passing, receiving and
shooting (discrete, connected,
smooth movement) *Distribute 2
iPADs
Description of what students are

doing:
court and being filmed while

doing them, thereby
decreasing performance task
and effecting their rubric score
The students may pay more
attention to the technology
than to the sport skill which
may lead to students missing
the learning
objectives/outcomes and point
of the technology tool
3 on 3 Game Play
Half-court
Direct teams to their courts
Students play 3-on-3 scrimmage games
Teams that are off on rotation, observe other
students, cheer, provide feedback to each
other
Students are watching or video recording
their peers
[Repeat x 4 so that all teams play each
other]
If students arent comfortable or injured on game
day, arrange for those students to participate by
video recording the games on each half-court
using the iPADs
Sequence of key questions:
Whole class mode Q & A

Formatively assess:
Who viewed their skills and game play
on the video play back?
Who saw changes that they could make
in their movements during basketball
game play?
While watching the video, did you notice
things happening on the court that you
couldnt see while standing on the court?
Does the video give you a new
perspective of how you can move and be
a good teammate on the court?
Consolidate learning into a meaningful
whole, reinforce major points to help
students retain key skills/movements
What ideas do you have that you can
improve on your basketball skills after
watching the video?
Evidence of Lesson Components

(opening, closing, content,
timeline)
List 3 and share with a partner

Opening
Assessment of Prior Knowledge: Wholeclass Discussion: Who has played a game of
basketball?
Expectations for Learning and
Behaviour
Advance Organizer/Agenda
Content
Middle/During: Observation & Conversation
during:
Learning Activity #1: Warm-up
Learning Activity #2: 3-on3 game play
Closing
Consolidation/Assessment of Learning
Exit slips for assessment of learning
outcome
Assignment Handout for Basketball Performance Task

Mini Basketball Unit
3-on-3 Game Play in Basketball
Handout for students on Monday to prepare for game play on Friday
Performance Task Game Play:
In Grade 8 PE for the Basketball Basics Unit, you will participate in a 3-on-3 game of scrimmage.
Attempt to perform the 5 basic basketball skills taught in the previous 4 lessons this week
1. Triple threat
2. Dribbling
3. Passing
4. Receiving
5. Shooting
You will also be observed for demonstrating teamwork, fair play, etiquette and sportspersonship
during the game play.
Instructions to prepare for game day:
1. Practice triple-threat position, with the basketball in hand, on different areas of the court
2. Practice dribbling the basketball with L and R hand
a. Dribble while standing, walking and jogging, maintaining control of the ball
3. Practice passing the basketball on the wall or with a partner
4. Practice catching and receiving the basketball from a pass with a partner
5. Practice shooting with a partner
a. Lay-ups
b. Planted shots
c. Jump shots
i. Close perimeter to the rim
ii. Further perimeter to the rim
Game Day Friday
I will put you on a team of 3
Warm up with your team of 3
Have fun in game play and try to perform each of the 5 skills at least twice during game play
You can stop game play at any time to ask me questions
I will provide each team with verbal feedback after your 3-on-3 game is done
Instructions for Game Day

Basketball Facts and Game Play before you play 3-on-3 on Friday
Basketball is a team sport in which two play each other to score points against one another by
shooting a basketball through a 10 high hoop under organized rules.
Shooting the ball through the basket scores points, the team with more points at the end of the
game wins.
The ball can be advanced on the court by dribbling it or passing it between teammates.
Disruptive physical contact is not permitted and there are restrictions on how the ball can be
handled.
Scoring
o Baskets made within the 3-point line are worth 2 points.
o Baskets made beyond the 3-point line are worth 3 points.
o Basket made from the free throw line given as a result of a foul are worth 1 point.
You will be playing 3-on-3 on half of the court
Fouls
A foul is when a player breaks a rule of basketball while making physical contact with another
player.
If the player was fouled in the act of shooting, this results in the player taking free throw shots.
The player is
awarded 1 shot if the basket was made during the foul, 2 shots if the basket was not made and
was taken within the
3-point line, and 3 shots if the basket was not made and the shot was taken from beyond the 3point line.
Players who are fouled not in the act of shooting typically receive the ball out of bounds at a
location on the court closest to the infraction.
The most common fouls can be found in the Key Terms section of this handout
Positions
Although the rules do not specify any positions whatsoever, they have evolved as part of
basketball. The following are the
basic 5 positions:
Two Guards
Two Forwards
One Center
Shooting
The most common shot used is the jump shot.
The jump shot is taken while in mid-air, near the top of the jump.
This provides much greater power and range, and it also allows the player to elevate over the
defender.
Failure to release the ball before returning the feet to the ground is a traveling violation.
Another common shot is called the layup.
This shot requires the player to be in motion toward the basket, and to "lay" the ball "up" and into
the basket, typically off the backboard.
Passing
The chest pass - The ball is passed directly from the passer's chest to the receiver's chest.
The bounce pass -Here, the passer bounces the ball crisply about two-thirds of the way from his
own chest to the receiver.
The ball strikes the court and bounces up toward the receiver.
The overhead pass - is used to pass the ball over a defender. The ball is released while over the
passer's head.
Key Terms
Traveling: A violation in which the ball-handler moves both feet to a different spot on the floor without
dribbling.
Double Dribble: A violation in which the ball-handler dribbles with both hands or when the ball-handler
dribbles, picks up the dribble (stops dribbling) then dribbles again.
Carrying: A violation in which the player's hand is underneath the ball while dribbling.
Back Court: A violation that occurs when a team has established ball control in the front half court, then
returns the ball to the backcourt.
Kicking: A violation where the player is deemed to have kicked the ball.
Charging: A foul where the ball-handler makes contact with a player whom has already established
position on the court.
Hacking: A foul in which a defender makes contact with the shooter on the arm or wrist while in the act of
shooting.
Reaching: A foul in which a defender makes contact with the ball-handler while reaching-in an attempt to
steal the ball.
Key: The area on the court that is located under the basket and in front of the free throw line (see court
diagram)
Pivot: When a player establishes one foot as the pivot foot; that foot must remain touching the floor until a
ball handler who has stopped dribbling is ready to pass or shoot.
Back Board: The rectangular structure, 6' x 3 1/2', to which the basket is attached.
Rebound: When a player grabs a ball that is coming off the rim or backboard after a shot attempt.
Player-to-Player Defense (Man to Man): The defensive style where each defensive player is responsible
for guarding one opponent.
Additional Resources for you to look at before game day:

1. You can rent out a basketball from the equipment room to take home all week to practice for Fridays
game where you will be graded on the new basketball skills that you have learned.
2. Watch these videos to see the basketball skills that you are learning and practicing.
https://youtu.be/32dOSPxfcQw
3. Please see the attached rubric outlining the skills that you will be graded on in game play on Friday.
4. Please see the criteria that you will be graded on below throughout the week before game day on
Friday:
BASIC CHECKLIST
General Learner Outcome A: Activity
First Observation
LEARNER OUTCOMES
Skill Performance
Skill Improvement
Application
CRITERIA
Working
to Achieve
Has
Achieved
Second Observation
Working
to Achieve
Has
Achieved
Demonstrates (performs) efficient and

effective movement skills.
Demonstrates (shows) improvement in
skill quality.
Demonstrates (performs) the correct
skills required to participate in the
activity.
General Learner Outcome C: Cooperation

First Observation
LEARNER OUTCOMES
Communication
Fair Play
Leadership
Teamwork
CRITERIA
Demonstrates communication skills
appropriate to cooperative participation
in physical education.
Demonstrates etiquette and fair play.
Selects and demonstrates responsibility
for various roles while participating in
physical education.
Identifies and demonstrates positive
behaviours that show respect for self and
teammates.
Working
to Achieve
Has
Achieved
Second Observation
Working
to Achieve
Has
Achieved
BASKETBALL SKILLS CHECKLIST

Student Name:
Date:
Class:
1st Observation
Criteria
Self
Peer
Teacher
Comments
2nd Observation
Self
Peer Teacher Comments
Basic Skills Checklist

Put a check mark in the box once you have practiced the skill 5 times for each round.
Have a peer put a check mark in the box once they have watched you perform the skill and given
you oral feedback.
Have the teacher watch you perform the skill and read the teachers comments for feedback.
Triple Threat
Understand shoot, pass or
dribble
Low stance, bent at the waist
Learn forward over ball
Protect the ball
Keep the ball close to the body
Feet pointing to the hoop
Eyes up
Dribbling
Touch ball with fingertips, not
palm
Low stance
Bounce ball of the ground
Keep your hand on top of the
ball
Keep your head up
Keep bouncing, dont stop
Avoid double dribbling with both
hands
Passing
Athletic position
Ball held at chest height
Eyes on the target
Grip the ball on the sides with
two thumbs down, spread
fingers
Step toward the target
Throw and release ball in air
(chest pass)
Push the ball toward the
Follow through with hands
and arms
Strive to throw it to the
receiver's chest level
Receiving
Make a target
Both hands up in front of
chest
Spread fingers wide, big
hands
Reach out and catch with both
hands
Suck the ball in like a vacuum
Shooting
BEEF (Balance - Elbow Eyes - Follow Through)
Balance
Slightly bent knew with
buttocks out
Feet square to the hoop and
balanced
Elbow/Shooting Hand:
Spread fingers with palm up,
balance the ball on hand
Elbow makes an L and points
at basket
Elbow/Non-shooting hand:
Hand faces side of ball, only
fingers touch ball
Only to balance ball on
shooting hand
Eyes
Head up, keep eyes on target
Focus on the back of rim
Follow through
Ball rolls of fingers
Flip wrist in the cookie jar
Make a rainbow big arch
Freeze hand at the top after
release
Jump shot
Bent knees, ready to spring
up
Jump straight up and release
on the way up
Cooperation Put a check mark in the box once you know and understand ways to exhibit
teamwork
Fair play
Etiquette
Sportspersonship
I will provide verbal feedback and written feedback on your checklist all week before you
are graded in game play on the rubric scoring guide.
If you have any questions during the week or on game day, please ask me directly.
Assessment Criteria
Performance Task 3-on-3 Game Play RUBRIC
Level
Gold
Silver
Bronze
Copper
Coal
Insuffic
Criteria
Triple
Threat
Dribbling
Passing/
Receiving
Shooting
Excellent
(Proficien
t)
Adequate
Limited *
Consistently
performs
manipulative
skill
(retaining)
with a high
degree of
competence
Frequently
performs
manipulative
skill (retaining)
with
considerable
competence
Occasionally
performs
manipulative
skill
(retaining)
with moderate
competence
Rarely
performs
manipulative
skill (retaining)
with limited
competence
Consistently
performs
manipulative
skill
(retaining)
with a high
degree of
competence
Frequently
performs
manipulative
skill (retaining)
with
considerable
competence
Occasionally
performs
manipulative
skill
(retaining)
with moderate
competence
Rarely
performs
manipulative
skill (retaining)
with limited
competence
Consistently
performs
manipulative
skill (sending/
receiving)
with a high
degree of
competence
Frequently
performs
manipulative
skill
(sending/receivi
ng) with
considerable
competence
Occasionally
performs
manipulative
skill
(sending/recei
ving) with
moderate
competence
Consistently
performs
manipulative
skill
(sending)
with a high
degree of
competence
Frequently
performs
manipulative
skill
(sending/receivi
ng) with
considerable
competence
Occasionally
performs
manipulative
skill (sending)
with moderate
competence
ient
Blank *
No score is
awarded
because
there is
insufficient
evidence of
student
performance
based on the
requirement
s of the
assessment
task.
No score
Rarely
performs
manipulative skill
(sending/receivin
g) with limited
competence
No score
Rarely
performs
manipulative skill
(sending) with
limited
competence
No score
Teamwork
Fairplay
Etiquette
Sportpersonsh
ip
Consistently
demonstrates
exemplary
attitudes that
improve and
enhance
communication
, collaboration
and
relationships
with others
Frequently
demonstrates
attitudes that
improve and
enhance
communication,
collaboration
and
relationships
with others
Occasionally
demonstrates
attitudes that
improve and
enhance
communicatio
n,
collaboration
and
relationships
with others
Rarely
demonstrates
attitudes that
improve and
enhance
communication,
collaboration and
relationships with
others
Anecdotal Notes of Students Basketball Skills (Monday-Friday)

No score
Date/Time
Notes
Student
(e.g., include a description of the activity, context, student attitude, links to

curriculum outcomes, adaptations made for inclusion of all students)
Assessment Notes/Checklist to myself

With regard to assessment, have I
determined the best way for students to demonstrate their learning?
defined the focus of the assessment and decided not to penalize
students for errors related to other matters?
considered necessary alternate assessment options to accommodate
different learning styles, interests or strengths?
shared assignment criteria, checklists, standards and exemplars with
students?
selected or developed rubrics, exemplars and checklists to support
student assessment?
provided immediate, specific and constructive feedback?
provided opportunities for student self-assessment and peerassessment?
shown students how to turn the list of key concepts and other course
notes or activity handouts into their own study guide of important skills
and concepts?
shown students how to prepare for the upcoming game play
performance task?
made necessary preparations

Mini Unit Grade 8 Basketball Mno Assignment Consolodated Sept 8

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Mini Unit Grade 8 Basketball Mno Assignment Consolodated Sept 8

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MNO Mini Unit Assignment:

MNO Mini Unit Plan

In this assignment you will develop a mini unit plan comprised of an

An overview of curriculum outcomes, inquiry

Student demo video

BASKETBALL BASICS MINI UNIT PLAN (5 LESSONS)

Lesson 1 Basketball Basics: Triple Threat

Grade 8 Physical Education

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Observe students performing triple threat position

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Body (Exploring Phase)

If students arent comfortable jab step practice with dominant foot,

Closure (Reflecting Phase)

Reflections from the

Lesson 2 Basketball Basics: Dribbling

November 10, 2015

Grade 8 Physical Education

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Physical Education Guide to Implementation

Whiteboard in gymnasium for Advance

If students cant run full time, do a walk-run warm up instead

Locomotor and Manipulative Skills Combined Dribbling

Closure (Reflecting Phase)

any tips they have for performing dribbling.

On their Learning and Behavior:

Feedback from Students

Transition To Next Lesson

Reflections from the

3. Relay dribbling game

How did this lesson play out?

Lesson 3 Basketball Basics: Passing &

November 11, 2015

Grade 8 Physical Education

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

If students cant run full time, do a walk-run warm up instead

Receiving/Catching the Basketball

Closure (Reflecting Phase)

On their Learning and Behavior:

Feedback from Students

Transition To Next Lesson

Michael Jordan, also known by his initials, MJ, is an American

Direct students to locker rooms to change for next

Reflections from the

How did this lesson play out?

Lesson 4 Basketball Basics: Shooting

Grade 8 Physical Education

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Observe students shooting the basketball, planted, jump and lay-up

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Meet back in the center when you are done

If students cant run full time, do a walk-run warm up instead

Modelling/Body Positioning for shooting a basketball

Shooting the Basketball

Closure (Reflecting Phase)

Transition To Next Lesson