Tony Sendra Basketball Unit 11/12/12- 11/20/12 8th Grade Wilbraham Middle School

Basketball Unit Unit Outcomes/State & National Standards/ Content/ Assessment Cognitive Domain Grade Level: 8th Experience Level: Control/Utilization MACF & NASPE Standards NASPE #2 MA CF #2.17

Unit Outcomes SWBAT identify four reasons why they should keep their head up while dribbling the basketball. SWBAT recall the meaning of the acronym BEEF to help with their basketball shooting.

Content See your teammates See the defense See the out of bounds lines See where the basket is Balance the ball on your shooting hand Elbow stays directly under the ball and over your knee Eye on the target (the front of rim) Follow through snapping the wrist high over your head Dribbling Skill Cues: Finger pads Waist Height or Lower Eyes up Bounce Chest Skip Baseball Knockout Notre Dame Passing Game Dribble Elimination Hot Shot Rules of Basketball Basketball Skills

Assessment Unit quiz

NASPE #2 MA CF #2.17

Teacher questioning

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

NASPE #2 MA CF #2.17

Teacher questioning

SWBAT identify the four types of passes used in basketball.

NASPE #2 MA CF #2.17

Unit quiz

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

NASPE #2 MA CF #2.17

Unit quiz

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

NASPE #2 MA CF #2.17

Unit quiz

Basketball Unit Unit Outcomes/State & National Standards/ Content/ Assessment Affective Domain Grade Level: 8th Experience Level: Control/Utilization MACF & NASPE Standards NASPE # 5 MACF # 2.26

Unit Outcomes SWBAT identify and abide by classroom rules and routines. SWBAT demonstrate positive sportsmanship amongst peers.

Content Daily rules and routines

Assessment Teacher observation Daily Grade

NASPE #5 MACF # 2.26, 2.27

Identifying encouragement and enthusiasm towards peers Safe Play Self Control

Daily Grade

SWBAT perform activities in a safe and controlled manner.

NASPE #5 MACF # 2.26

Informal observation of students ability to be aware of surroundings Daily Grade Teacher questioning

SWBAT make all students feel included in all activities.

NASPE #6 MACF # 2.25, 2.26

Importance of team effort in having a successful volleyball team Communication in drills & game-play settings Skill awareness Positive encouragement

SWBAT communicate efficiently to optimize success. SWBAT understand different skill levels and strengths amongst peers.

NASPE #6 MACF # 2.26, 2.27 NASPE #6 MACF # 2.25, 2.27

Teacher observation

Teacher observation Daily Grade

Basketball Unit Unit Outcomes/State & National Standards/ Content/ Assessment Psychomotor Domain Grade Level: 8th Experience Level: Control/Utilization MACF & NASPE Standards NASPE # 1 MACF # 2.17

Unit Outcomes SWBAT demonstrate a proper basketball shot using the BEEF acronym.

Content Shooting Practice Knockout Hot Shot Relays 4 Types of Passes Notre Dame Passing Game

Assessment Teacher observation Skills Assessment

SWBAT perform a proper chest pass to a teammate during gameplay. SWBAT demonstrate a proper dribble during skill practice and gameplay. SWBAT demonstrate offensive strategies with their teammates during gameplay. SWBAT demonstrate defensive strategies with their teammates during gameplay. SWBAT demonstrate improvement in their basketball skills by the end of the unit.

NASPE #1 MACF # 2.17 NASPE #1 MACF # 2.17 NASPE #1 MACF # 2.17 NASPE #1 MACF # 2.17 NASPE #1 MACF # 2.17

Teacher observation

Warm-up with basketball Dribble Elimination Relays Offensive strategies Combination play

Teacher observation

Teacher observation

Man to man marking Zone defense Proper defensive form Ball Handling Skills Shooting/Lay-ups

Teacher observation

Basketball Skills Assessment (Peer Evaluation)

Unit Evaluation System- Basketball

Component 1: Written Assessments Students will complete a summative assessment at the end of the unit to check how much they learned about the sport.

20%

Component 2: Skill Development Students will complete a peer evaluation at the beginning and end of the unit to assess their psychomotor growth.

20%

Component 3: Daily Grade Students will receive a number grade each class. The grade can be a maximum of 5 points, and a minimum of 0 points.

80%
Daily Grade Criteria
Grade of 5 points: Positive participation/demonstrates enthusiasm Follows directions/willingness to work & learn Shows respect for other students & teachers Cooperates/works well with all students & teachers Shows good sportsmanship Ready for class on time Deduct one or more points for the following: For being inattentive/talkative during class For lack of effort For being off-task/unable to follow directions For lack of self discipline/control/motivation For inappropriate language For being late for attendance/class For chewing gum For not locking locker between classes Grade of 0: Unprepared with PE clothes and/or sneakers Disruptive or abusive behavior

NAME: ____________________________________

CLASS: 6F 6G 7F 7G 8F 8G

BASKETBALL QUIZ 1-5. WHAT ARE THE FIVE SPECIFIC POSITIONS: _____________________ _____________________ ______________________ _____________________ _____________________ 6. PART OF YOUR BODY YOU DRIBBLE WITH: _______________________ 7-10. FOUR REASONS WHY YOU KEEP YOUR HEAD UP WHILE DRIBBLING: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________ 11. THE GAME PLAYED IN CLASS WHERE YOU HAD TO SHOOT FROM THE FREE THROW LINE: ________________________________ 12. THE ONLY PERSON WHO CAN GET YOU OUT IN THE GAME IN QUESTION 11: ___________________________________________________________ 13. THE GAME PLAYED IN CLASS WHERE YOU SHOT FROM DIFFERENT NUMBERS (NOT BASKETBALL GOLF): ________________________________ 14. GAME PLAYED IN CLASS WHERE YOU COULD ONLY DRIBBLE THREE TIMES: ________________________________________ 15. GAME PLAYED IN CLASS WHERE YOU HAD TO KEEP YOUR DRIBBLE: ________________________________________ 16-20. FOUR TYPES OF PASSES: _________________ __________________ 21. THE TEAM THAT HAS THE BALL: ______________________________ 22. THE TEAM THAT DOES NOT HAVE THE BALL: ______________________________ 23. THE CLOSEST SHOT YOU CAN TAKE, BESIDES A DUNK: ______________________________ _________________ ________________

24. NUMBER OF STEPS FOR THE CLOSEST SHOT YOU CAN TAKE BESIDES A DUNK: 25. WHERE DOES MOST OF THE STRENGTH COME FROM IN YOUR SHOT: _____________________________________ 26. WHAT YOU DO AT THE END OF YOUR SHOT:

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

E SPOTS ON THE FLOOR: ______ = Baseline ______ = Sideline ______ = Half-Court ______ = Elbow ______ = Key ______= 3 pt. Line ______= Block ______ = Free Throw Line

H D C A G F

B
BONUS: 3 PTS EACH 1. WHAT WAS THE FIRST BASEKETBALL HOOP MADE OUT OF (BE SPECIFIC)? ______________________________________________ 2. WHO INVENTED BASKETBALL? ______________________________________________

BASKETBALL WORD BANK

See your teammates Small forward The person behind you Dribble Elimination Hot shot See where the basket is Center Bounce Shooting guard See the defense Knock out Defense Lay-up

Legs Skip See the out of bounds lines Point guard Baseball Finger tips or finger pads Chest 1 Offense Follow through Power forward Notre Dame Passing Game

BASKETBALL WORD BANK

See your teammates Small forward The person behind you Dribble Elimination Hot shot See where the basket is Center Bounce Shooting guard See the defense Knock out Defense Lay-up

Legs Skip See the out of bounds lines Point guard Baseball Finger tips or finger pads Chest 1 Offense Follow through Power forward Notre Dame Passing Game

WMS Physical Education Basketball Skills Assessment Name:______________________________________ Observer:_______________________ Date:_______________ Ball Handling: Around the back left: __________ Around the back right:_________ Figure 8 left:__________ Figure 8 right:_________ Quick Hands: ____________ Class: 6F 6G 8F 8G 7F 7G

Shooting/Lay-ups: Foul shots:__________/5 Right side lay-ups:__________/5 Left side lay-ups:_____________/5

Observer:_______________________ Date:_______________ Ball Handling: Around the back left: __________ Around the back right:_________ Figure 8 left:__________ Figure 8 right:_________ Quick Hands: ____________ Shooting/Lay-ups: Foul shots:__________/5 Right side lay-ups:__________/5 Left side lay-ups:_____________/5

Results of Assessment In my middle school basketball unit I tried to be much more selective with my assessments while still measuring in all three domains. In this unit I used three formal assessments. The psychomotor assessment was a peer skills assessment performed on the first and last day of the unit. The affective skills assessment was a daily grade given to students based on specified criteria. The cognitive assessment was a quiz at the end of the unit. The peer skills assessment was helpful in seeing how students progressed throughout the unit. Most of the students did a good job filling out the form, but if I were to use this assessment again I would demonstrate filling it out on the whiteboard to ensure the students understand. I did not include much ball handling skill practice in the unit, so to measure pre and post results for this category did not really help me demonstrate student learning. For next time, I would include shooting, lay-ups, and dribbling in the skills assessment. Another thing I did not really like about this assessment is that it focused on outcomes rather than performance. Just because a student did increase the amount of foul shots they could make by the end of the unit does not mean that they did not improve their form. For my next basketball unit, I would definitely like to do an assessment that focuses on improvement of performance. The affective assessment was very easy to do and was really helpful in determining a grade for students each day. The one conflict I had in implementing this assessment was that I did not always know every students name when I needed to take away points. This was a quick fix because I could just ask one of the other students. This assessment helped me learn names quicker because it gave me an extra reason to really focus on them. I would definitely keep this assessment for future units, but may want to incorporate another affective assessment as well. The cognitive quiz was a very traditional form of assessment that allowed students to demonstrate what they learned throughout the unit. The students had an overall average grade of 84 on this quiz. There were many students with perfect scores, but also some as low as 25. I believe that these grades can be attributed to lack of studying, poor attendance, not paying attention in class, or student has an IEP. For future assessments where there is such a fluctuation in grades, I need to make sure I ask the students why they had a hard time with the quiz. This will give me a better idea of how to change my assessment or my teaching. All in all, I think the assessments given were effective in measuring student progress towards the learning objectives. After trying these assessments out once, I have a good idea of what I need to change in order to make them more effective next time around.

Basketball Study Guide

Five Positions: 1. Point guard 2. Shooting guard 3. Center 4. Small forward 5. Power forward Part of your body you dribble with: Finger tips or finger pads 4 reasons why you keep you head up while dribbling: 1. See your teammates 2. See the defense 3. See the out of bounds lines 4. See where the basket is The game played in class where you had to shoot from the free throw line: Knockout The only person who can knock you out in knock out: The person behind you in line The game played in class where you shot from different numbered spots: Hot shot Game played in class where you could only dribble three times: Notre Dame Passing Game Game played in class where you had to keep your dribble: Dribble Elimination Four Types of Passes: 1. Bounce 2. Chest 3. Skip 4. Baseball The team that has the ball: Offense The team that doesnt have the ball: Defense

The closest shot you can take, besides a dunk: Lay-up Number of steps for a lay-up: 1 Where does most of the strength come from in your shot: Legs What you do at the end of your shot: Follow through Spots on the floor: A= Baseline B= Sideline C= Half-Court D= Elbow E= Key F= Free Throw Line G= 3 point line H= Block

C D

B G H

Basket #1

Basket #4

Team #1: Hunter A. Elizabeth B. Harrison C. Olivia G. Mason H. Grace M. Sean O. Lydia R. Ashley S.

Team #4: Jacob B. Madelynne C. Chiara D. Savannah D. Colin G. Luke G. Jeffrey M, Cailin M. Nicholas Z.

Court #1
Team #2: Samantha B. Seamus B. Makem D. Sara G. Michelle L. Gracie P. Graham S. Michael S. Elanore W.

Court #2
Team #3: Kelsey A. Rachel C. Troy D. Sam D. Mackenzie H. Aiden M. Jenna N. Salvatore P. Jarrett R.

Basket #2

Basket #3

Basket #1

Basket #4

Team #1: Noah B. Kyle C. AbbeyG. Jonathon J. Victor L. Rebekah S. Elizabeth W. Tristan W. Edward W.

Team #4: Caleb A. Ethan A. Vivian C. Maximus G. Steven J. Katelyn K. Cameron M. Lauren S. Daniel T.

Court #1
Team #2: Michael C. Matthew C. Ben D. Lily E. Evan F. Abigail R. Felix T. Grace W. Terrell W.

Court #2
Team #3: Leah A. Jing C. John C. Gianna D. Pat H. Jacob L. Sean M. Carly P. Dominick R. Lesley V.

Basket #2

Basket #3

Basket #1

Basket #4

Team #1: Megan A. Julian B. Callie C. Isabelle D. Tia N. Devin R. Zachary R.

Team #4: Gabriella D. Mason H. Regan K. Jake L. Isaiah P. Alex P. Ryan S. Kelsey W.

Court #1
Team #2: Isabella B. Grace B. Zachary F. Maria G. Joshua K. Andrew R. Frasier V.

Court #2
Team #3:
Courtney B. Julia C. Jacob G. Dash G. Hannah J. Cameron M. Corey S. Matt W.

Basket #2

Basket #3

Basket #1

Basket #4

Team #1: Matt B. Justin B. Will B. Alyssa B. Kayla G. Faith G. Aislinn L. Ryan M. Saira Y.

Team #4: Sarah G. John K. Sterling L. Alexandrea M. Olivia N. Jack R. Nora S. Ben W.

Court #1
Team #2: Brenden D. Ryan D. Isabela F. Catherine G. Tess H. Matt P. Noah S. Kristiana V. Julia V.

Court #2
Team #3: Jack D. Brigid F. Margaret G. Jacob H. Hanna L. Samantha M. Alexander R. Dan R.

Basket #2

Basket #3

Basket #1

Basket #4

Team #1: Joven A. Brooke B. Olivia D. Alexis K. John M. Eric V. Emily W.

Team #4: Samantha D. Robert K. Brandon M. Emily P. Emma P. Zachary R. Brian S. Jarred W.

Court #1
Team #2: Kayleigh C. Nathaniel C. Sophia E. Francis F. Eric G. Nickolas S. Alyssa S. Summer W.

Court #2
Team #3: Jack C. Jared C. Isabella D. Keith G. Hannah L. Michelle N. Will R. Madalyn S.

Basket #2

Basket #3

Basket #1

Basket #4

Team #1: John B. Meghan B. Matt C. Megan H. Ian M. Jeff P. Sara S. Zoe T. Jon W.

Team #4:
Lloyd E. Emily G. Edward K. Emilie L. Nick P. Nick S. Sabrina S. Madison T. Matt W.

Court #1
Team #2: Jacob B. Jared B. Jacob C. Ashley G. Cameron P. Wyatt P. Caitlyn R. Victoria S.

Court #2
Team #3:
Omar A. Tim D. Sarah D. Kaila F. Sean N. Brianna O. Ashley S. Samantha V.

Basket #2

Basket #3

References "Basketball Shooting Drills - Knockout." BasketballCoach.com. BasketballCoach.com. Web. 6 Nov 2012. <http://www.basketballcoach.com/cgibin/basketball/basketball-drills/dc/Knockout-600.html>. Haefner, Jeff. "5 Things You Need To Know To Be a Great Ball Handler." Breakthrough Basketball. Breakthrough Basketball, LLC, 5 2010. Web. 4 Nov 2012. Herninko, Wayne. " Shooting A Basketball (B.E.E.F.) ." PE Central . PE Central, 22 2003. Web. 6 Nov 2012. <http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=72>. "Modified Games." Sporting Pulse. Aussie Hoops. Web. 7 Nov 2012. <www.sportingpulse.com/get_file.cgi?id=218282>. "Spectrum of Teaching Styles." The Landmark Styles Across the Spectrum. Spectrum Institute for Teaching and Learning, n.d. Web. 4 Nov 2012. <http://www.spectrumofteachingstyles.org/styles>.