Aniekeme Etim

PED 337 Lesson Plan

Subject and Generic Level:

Physical Education, Pre-control

Lesson Focus:

Dribbling

Lesson Plan Components

George Graham, Shirley Holt/Hale, and Melissa Parker, McGraw-Hill, New York, NY, 2018.Children moving A Reflective Approach to Teaching Physical Education (10th ed,)

NASPE Standard(s)

Standard 1 The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2 The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 3 The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Standard 4 The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5 The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Specific Learning Outcome(s)

TSW will be able to dribble in their own space with good form

TSW will be able to tell the teacher what part of the hand you dribble a ball with.

TSW will be able to co-operate with others to wait for their turns

Focus Statement or

“I Can” Statement

I can dribble the ball with my both hands

I will give student each student specific feedback pertaining to skill development and improvement.

I will move around the gym so that all students can be observed

Academic Vocabulary (content specific)

Playground balls, pinnies, cones.

Procedures

Get Ready to Learn

· TTW warmup the student by giving them jogging

· TTW jog for one minute to get the body warm up

· TTW give the student some exercises like stretching

· TSW fellow up the exercises to get their body warm

Instruction

· TTW show the student how to dribble in self-space with preferred hand demonstrating a mature pattern.

· TTW dribbles using the dominant hand while walking in general space.

· TSW play within them self-following the directions of the teacher.

Guided Practice

· TTW tell the student to get a ball and practice dribbling for a few minutes moving in and out of each other.

· TSW dribble with finger pad, head looking up, dribble ball waist level, push ball towards the floor (don’t slap).

· TTW tell the student to try dribble ball from one side of the gym to the other.

· TTW demonstrate how to dribble the ball from side to side of the gym.

· TSW will dribble the ball, each time the cross the gym they get one point.

· TTW will correct them when dribbling wrongly

Guided Independent Practice

· TTW tell the student to follow the directions in group setting (self-behavior and following rules taking turns)

· TSW fellow the direction for their turns and wait.

Closure

· TTW collect the ball and congratulate them for a good training section.

· TSW seat in their colored lines

· TTW ask the student what are the key element to dribbling a ball?

· TSW answer the question.

· TTW call on a student to demonstrate how to dribble using finger pads.

· TSW demonstrate the key.

· TTW close the instruction.

Materials include Resource

Materials needed for the lesson include the Resource:

· Gym, ball, cones

Assessment

I will take it easy on them and ask them to demonstrate what they learned

Enrichment (For those who DO “get it”; then what?

· TTW tell the students to try dribble ball from one side of the gym to the other within themselves.

· TSW have fun dribbling within themselves.

Accommodation/Modifications (IEP, ELL)

· TTW allowed the student to dribble the ball on their own space.

· TSW dribble the ball from one side of the gym to the other side.

Remediation/Reteach/Intervention (For those who DO NOT “get it”; then what?

· TTW have the student practice with dominant hand until they get used to it.

· TSW continue to practice until they get use to dribbling well.

Reflection of lesson taught:

pur-new-sol

Aniekeme Etim PED 337 Lesson Plan Subject and Generic Level: Physical Education, Pre-control Lesson Focus: Dribbling Lesson Plan Components George Graham, Shirley Holt/Hale, and Melissa Parker, McGraw-Hill, New York, NY, 2018

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Subject and Generic Level:	Physical Education, Pre-control
Lesson Focus:	Dribbling
Lesson Plan Components	George Graham, Shirley Holt/Hale, and Melissa Parker, McGraw-Hill, New York, NY, 2018.Children moving A Reflective Approach to Teaching Physical Education (10th ed,)
NASPE Standard(s)	Standard 1 The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Standard 2 The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. Standard 3 The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Standard 4 The physically literate individual exhibits responsible personal and social behavior that respects self and others. Standard 5 The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Specific Learning Outcome(s)	TSW will be able to dribble in their own space with good form TSW will be able to tell the teacher what part of the hand you dribble a ball with. TSW will be able to co-operate with others to wait for their turns
Focus Statement or “I Can” Statement	I can dribble the ball with my both hands I will give student each student specific feedback pertaining to skill development and improvement. I will move around the gym so that all students can be observed
Academic Vocabulary (content specific)	Playground balls, pinnies, cones.
Procedures	Get Ready to Learn
	· TTW warmup the student by giving them jogging · TTW jog for one minute to get the body warm up · TTW give the student some exercises like stretching · TSW fellow up the exercises to get their body warm
	Instruction
	· TTW show the student how to dribble in self-space with preferred hand demonstrating a mature pattern. · TTW dribbles using the dominant hand while walking in general space. · TSW play within them self-following the directions of the teacher.
	Guided Practice
	· TTW tell the student to get a ball and practice dribbling for a few minutes moving in and out of each other. · TSW dribble with finger pad, head looking up, dribble ball waist level, push ball towards the floor (don’t slap). · TTW tell the student to try dribble ball from one side of the gym to the other. · TTW demonstrate how to dribble the ball from side to side of the gym. · TSW will dribble the ball, each time the cross the gym they get one point. · TTW will correct them when dribbling wrongly
	Guided Independent Practice
	· TTW tell the student to follow the directions in group setting (self-behavior and following rules taking turns) · TSW fellow the direction for their turns and wait.
	Closure
	· TTW collect the ball and congratulate them for a good training section. · TSW seat in their colored lines · TTW ask the student what are the key element to dribbling a ball? · TSW answer the question. · TTW call on a student to demonstrate how to dribble using finger pads. · TSW demonstrate the key. · TTW close the instruction.
Materials include Resource	Materials needed for the lesson include the Resource: · Gym, ball, cones
Assessment	I will take it easy on them and ask them to demonstrate what they learned
	Enrichment (For those who DO “get it”; then what?
	· TTW tell the students to try dribble ball from one side of the gym to the other within themselves. · TSW have fun dribbling within themselves.
	Accommodation/Modifications (IEP, ELL)
	· TTW allowed the student to dribble the ball on their own space. · TSW dribble the ball from one side of the gym to the other side.
	Remediation/Reteach/Intervention (For those who DO NOT “get it”; then what?
	· TTW have the student practice with dominant hand until they get used to it. · TSW continue to practice until they get use to dribbling well.
Reflection of lesson taught: