William Paterson University

Teacher Certification Program - Daily Lesson Plan Format

Teacher’s Name John Gallucci Date Lesson # 1 of 10

Unit Basketball Grade 4 Duration of Class 60 mins

Central Focus of
Dribbling
lesson
Objectives: Label domain and include the behavior, condition and criteria parts of a well-written objective. Assessment: Indicate below and attach
Indicate targeted SHAPE & NJSLS standard(s) after each objective. Create new rows as needed assessment artifacts to lesson.

Dom
ain (Formal
(P,C
SHAPE NJSLS Objective(s) Assessment tool(s)
Informal)
,A)
SWBAT demonstrate a confident low dribble and defensive dribble of a
S1.E2 2.2.5.M
P basketball by dribbling the ball below their knees and using their off arm to I Teacher Observation
0.5 SC.3
shield the defender from the ball during the red light green light game.
SWBAT evaluate the different strategies of dribbling a basketball to protect
S2.E3 2.2.5.M
C it from being stolen (low dribble, using body as a shield) on a peer F Peer assessment
.5c SC.5
assessment during the cone dribble drill.
S4.E6 2.2.5.M SWBAT display cooperation with their peers by working together and
A I Teacher observation
.5 SC.6 completing all tasks without having to sit out during the entire lesson

College and Career Practices: Check the college & career ready practices you will introduce or build upon during this lesson.
☐ CRP 1 ☐ CRP 2 ☐ CRP 3 ☐ CRP 4 ☐ CRP 5 ☐ CRP 6 ☐ CRP 7 ☐ CRP 8 ☐ CRP 9 ☐ CRP 10 ☐ CRP 11 ☐ CRP 12

Planned Academic Language

Identify and describe learning task(s) where students will practice language functions and the associated language learning demands utilized to promote learning.
Language Function Evaluate
Vocabulary ☐ Defensive dribble, low dribble, relaxed dribble
Syntax ☐
Discourse ☐ Review of the dribbling techniques and how to use them when being defended
Time Task Development Teaching Points Planned Supports
(min) Describe each task in detail. Include, organization (drawing or in Cues, critical questions, Include supports for whole group and/or individual
 writing), transitions, modifications, technology use as needed. talk phrases used to and/or specific learning groups
(Indicate instructional strategies in parentheses) support instruction

Introduction (includes instant/fitness activity; create new rows as needed)

Coach Cone -Students are organized with a partner facing each Listen carefully and be
other with one cone placed in the middle. All of the students listen quick to react
to the teacher giving instruction. There are 4 instructions the
teacher can give: Head, hips, knees, and cone. The students follow
5-6 mins along by placing their hands on either their head, hips, or knees
when the teacher says. Then when the teacher says “cone.” The
partners try to grab the cone. If they do then the partner who has
the cone gets 1 point while the other partner does 3 jumping jacks.

Follow the Lead- Students are in pairs and determine who will be Stay close with partner Peer helpers, have a group of 3, and two people work
the leader first. The student who is the leader moves in the teaching Watch their hips Keep together to be the lead or the follower
Visual timer to help students know when to switch
space using any physical education related movement (jogging, feet moving Quickly Use upper body movements, not just locomotor
5-6 mins skipping, sliding, etc.). They can at times switch up their switch exercises
movement to perform various exercises (i.e. hamstrings stretch,
pushups, jumping jacks, etc.) After 30-45 seconds, stop the class,
and ask students to switch roles. Repeat.
Content Development (includes lead up / culminating games and activities, skill development; create new rows as needed)
Simon Says Dribble- The students follow the traditional Simone Relaxed Dribble-
says rules but this time using the 3 dribble moves for the lesson. Dribbling the ball
The first move is “relaxed” dribble or dribbling the ball waist high. waist high using your
The second move is the low dribble or keeping the ball below their fingertips to push the
6-8 mins
knees. The third move is the defensive dribble. The teacher calls ball.
out one of the 3 moves and the students follow along. If a student
does not follow along correctly then they do 3 jumping jacks and
get back in.
Station 1: Cone Dribble- The group will discuss and implement Low dribbles: Students can go at a slower pace. Students can
another dribble move to keep the ball away from the defender. dribbling the ball just practice crossover dribbles if between the
Two rows of cones will be lined up down the length of the court. below the waist for legs dribbles are too difficult.
One partner will dribble while the other partner defends. The control.
dribbler’s objective is to get to the end of the cones without losing There should be 2 groups to a station or a total
6-8 mins
possession. Once the dribbler crosses the cones they give the ball of 4 students. This can be adjusted to having 6
to the defender and switch roles. The coach’s job is to keep a tally students at a station by adding an extra
of the effectiveness the player displays while using the low dribble, defender to each group. In this case the 2
defensive dribble, and the group’s chosen dribble move. defenders can only defend their designated half
of the space.
 Station 2: Dribble knockout. All the students will grab a Defensive dribble: If the game ends too quickly students can have
basketball and get inside the three-point line. Students will begin to Shield ball with body multiple “lives” to stay in longer. Space will
dribble around trying to know the balls away from other students using one hand to shrink as numbers get lower, but space can stay
while maintaining their dribble. If a student’s ball goes outside the block the defender and bigger to make the game last longer.
three-point line or they don’t maintain their dribble they do 5 the other hand
6-8 mins
jumping jacks and get back in. performing the low
dribble makes it harder
to steal

Red light green light-All students are organized on the end line If a lot of calls are being missed teachers can
(baseline). The teacher will call randomly call out different colors help position coaches for better view. Games
for students to perform different movements. Green light: relaxed can stay at half court instead of sideline to
8-10 dribble. Yellow light: low dribble Red light: defensive dribble and sideline for slower pace. Teacher can record
mins Stop. games and go over them with students to
improve strategy.

Closure (includes lesson extension, summary, homework; create new rows as needed)
Class discussion: Who was successful at keeping the ball away
from the defender? What did you do to be successful? What were
3-5
some of the different dribbling techniques the different groups
mins
came up with?

Safety Precautions Equipment Needs

State overall class rules and specify relative to practice of the task(s) Specifically indicate technologies and equipment needs based on class size
Space, cones spaced out, correct air pressure in balls. Review rules if a Basketballs, basketball hoops and cones
ball goes into another group’s space