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Todd Wilson
Unit Plan

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Unit Objectives

Cognitive Domain:
1. Students will be able to answer at least 75% of the answers correctly on a multiple-choice test on basketball.
2. Students will show an understanding for the game of basketball by following the rules of the game while playing.
3. Students will be able to analyze a recording of themselves playing a game and point out three things they can work on.
Psychomotor Domain:
1. Students will be able to make more than 30% of the shots taken within 10 feet.
2. Students will be able to dribble the ball through an obstacle course without losing control of the ball more than once.
3. Each student will be able to play a game of basketball without turning the ball over more than five times.
Affective Domain:
1. Students will demonstrate their appreciation for the game of basketball, by cooperating with the teacher and classmates during the unit.
2. Student will practice good sportsmanship by helping classmates up when they have fallen, pick up equipment at the end of class, and follow any other rules about the activity.
3. Students will show they have an understanding for basketball when they help coach at the local elementary school when it begins their yearly basketball tournament.

Content

·Basic to advanced dribbling skills
·Basic shooting fundamentals
·Basic passing fundamentals
·Screen setting fundamentals


·Rules of basketball
~Double dribble
~Travelling
~Flagrant fouls
~Technical fouls
~Blocking
~Charging
~Illegal screens
·Dribbling
~Right hand
~Left hand
~Alternating hands
·Shooting
~Lay ups
~Free throws
~Jump shots
~Outside shots
·Passing
~Bounce
~Chest
~Baseball
·Setting screens
~On the ball screens
~Back screens
~Flare screens

The unit will begin by having the students learn the basic rules of basketball, and the benefits of participating in sports such as basketball. These rules will be taught while the students are participating in various activities. This will serve as a foundation and as a reason why many of the drills are being practiced. I will then review with the students the basic fundamentals of dribbling, shooting, passing, and setting screens. This will be done through some activities described later in the unit plan. Once the review has occurred, we will continue as shown below.

Dribbling:
Students begin by simply dribbling the ball to the end of the court and back.
Next, students will dribble the ball down the court crossing over between their left and right hand at each major line painted on the court.
Finally, students will attempt to dribble two balls at one time to the end of the court and back.
Students must show the ability to perform the first task before moving on to the next, and so on.
Shooting:
Students will begin by attempting lay ups and other shots within five feet from the basket.
Next, students will attempt shots from within ten feet from the basket.
Finally, students will attempt shots from within 15 feet of the basket.
Students must make at least 50 percent of their attempted shots before moving on to the next level. If student completes the standard from within 15 feet, they may attempt from beyond the three-point line.

Assessment

Scoring Rubric for Basketball Playing Ability

5 Excellent: Demonstrates accelerated basketball skills and knowledge. Is able to consistently execute in all aspects of the game of basketball, rarely making a mistake. Anticipates the opposition's moves, and has excellent strategies for the specific situation.
4 Good: Demonstrates the ability to perform the basics of basketball without making many mistakes. Chooses the appropriate strategy for certain situations, and displays consistency and a well-rounded ability during games. Understands all the rules of basketball
3 Satisfactory: Demonstrates a basic understanding for the game of basketball and it's rules and strategies. Is able to perform the basic fundamentals involved with basketball. Performance is usually inconsistent, which results in many errors and turnovers.
2 Fair: Demonstrates difficulty in executing basic skills, which results in many unforced errors. Has very little understanding for the rules and strategies of basketball, which causes inconsistent performances.
1 Poor: Demonstrates a total lack of ability when playing basketball. Has little or no understanding of the rules or strategies. Does not give effort to change their performance.

Scoring Rubric for Basketball Unit

5 Excellent: Consistently demonstrates an excellent shot, makes great passes, dribbles very well, sets good screens, involves teammates.
4 Good: Demonstrates a better than average shot, has good passing, screen setting and dribbling ability. Makes a valid attempt to continuously involve teammates.
3 Satisfactory: Demonstrates proper techniques of shooting, dribbling, setting screens, and passing, but is not very effective when performing them. Performance is inconsistent and is unable to involve teammates.
2 Fair: Has less than average ability to perform the tasks previously mentioned. Is very inconsistent when playing, and continuously turns the ball over. Plays in a very defensive style, which is caused by the lack of ability.
1 Poor: Has poor ability to perform the tasks involved with the sport of basketball. Game is very erratic, and has no control with the ball when dribbling, passing and shooting. Finds it nearly impossible to involve teammates.

Authentic Assessment

Students will participate in an actual five on five basketball game. I will divide up the students to make three evenly skilled teams of eight. While two teams are playing the actual game, the third team will be divided up to make; three officials, two head coaches, two assistant coaches, and one score keeper. When the game is finished, the groups will rotate. The team that was not playing will now be playing, and one of the teams that was playing will now be doing the other activities mentioned. This will continue until each group has done the following twice: been the home team, been the away team, participated in the other activities mentioned. The team not playing the actual game will rotate positions so that everybody gets a chance to do everything.

Scoring Rubric for evaluation

5 Excellent: Students will excel in all playing aspects of the game, and aspects outside of playing the game. When coaching, the student will give constructive criticism, and demonstrate a good knowledge for the game of basketball. When an official, the student will make good, nonbiased calls.
4 Good: Students will perform above average when playing. The students will also do a good job of involving teammates. When coaching and being an official, the students demonstrates a better than average knowledge of basketball, which means; good play calling, and good "official" judgement.
3 Satisfactory: Students demonstrate an average ability to perform on the court. Has some struggles with the fundamentals, but does show potential. When coaching and officiating, students make a few bad calls, but for the most part, an average job is done.
2 Fair: Students have very little ability to perform on the court. When coaching and officiating, students have little idea what to do. Must ask questions to be sure of score keeping.
1 Poor: Students display no ability to succeed in a five on five game. As a coach and official, the students rely on other students to tell them what to do. When keeping score, the students have no idea how many points to award and when to award these points.

Unit Calendar

Day 1
Dribbling- right and left hand
Shooting- lay ups and free throws
Dribbling/shooting rules and fundamentals will be taught during activities
Day 2
Dribbling- R- Alternating hands
Shooting- R- Running lay ups, more free throws
Day 3
R- Passing; bounce, chest, baseball
More rules of the game
Day 4
R- Setting screens; ball, back,
More shooting and rules of the game
Day 5
3 on 3 tournament
Day 6
3 on 3 tournament with awards for 1st, 2nd, and 3rd place finishers
Day 7
R- Flare screens, high speed dribbling
More shooting
Day 8
Students select:
Around the world
Lightning
Horse
Day 9
5 on 5 tournament
Day 10
5 on 5 tournament with award ceremony
Day 11
Test; rules, fundamentals, strategies
Day 12
Free Day; students select what types of basketball activities they want to play

Safety Plan

In this unit, as well as others, there will be times when there is potential for students to be injured. Flying basketballs, swinging arms, landing on the floor the wrong way after jumping, and colliding into another player are just some of the possible ways a student may be injured.
In order to prevent as many of these injuries as possible, students will be reminded to always play under control. By this I mean, never letting one's body get going too fast that being able to stop might pose a problem. Students will also be reminded to look at their teammate before passing them the ball. This will increase the chance of no one getting hit with a ball, and also decrease the number of turnovers. Injuries such as: accidentally getting hit with an elbow or landing wrong after jumping causing an ankle or knee to sprain are injuries which are truly inevitable.
Class rules:
1. When putting balls away, place them on the rack. Do not throw them hoping the balls will magically land on it.
2. Arguing during a game or other activity will not be tolerated. Students at this age should be able to work things out peacefully.

Space and Equipment

25 basketballs
13 pennies
4 basketball hoops
1 court
1 whistle
25 handouts on the game of basketball

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