Overview

Teacher:

LaurenNakaso

SessionDate:

October8,2015

GradeLevel:

4th/5thgrade

NumberofStudents:

20students

Unit:

BasketballSkills(shooting&gameplay)

PreviousLearnedSkillsFootball
Facility:

BlacktoponthebasketballCourt

RequiredEquipment:

20PollySpots
Scarves
20Footballs
Cones

StudentLearningOutcomes
Mystudentlearningobjectiveswereasfollows:Psychomotor:Students will be
able to accurately demonstrate all the COTS for passing, dribbling, defense, and shooting
with 75% proficiency. Cognitive (C): Students will understand the game and rules of
basketball when playing against their classmates. H-R Fitness (H): Students will be
engaged in moderate to vigorous physical activity at least 75% of the time and should be
increasing their heart rates during the activity. AfterreviewingmySOfrommy
evaluationteam,Ihadover50%ofMVPAof22minutes.Intheend,thestudentswere
abletoapplyallthecuesoftheskillstheylearnedearlierintheweektoperformgame
play.Nextlesson,Ineedtohavemorestudentdemonstrationsthatwaystudentswill
knowexactlywhattheywillbedoingintheactivity.

QualityLearningEnvironment

Thisweek,IfeltlikemystudentsenjoyedThursdaylessonalotmorethanon
Tuesday.Mystudentswereabletoachievethefourcriteriaforthelearningexperience.
DuringmyinstantactivitiesonTuesdayandThursday,allthestudentswereengagedand
hadaninterestinparticipating.ForTuesdayinstantactivitytheypracticedtheirdribbling
participatinginanhourglassrelay.Studentsgotconfusedinwhatdirectiontheyneedto
go.OnThursdaytheyplayedBasketballhoopknockout.Thestudentswereinpairsand
onepersongottopracticetheircontrolleddribblingskillswhiletheotherstudenttriedto
knocktheirballaway.AtthestartofeachlessonaftertheIA,Iwouldaskthestudentsif
theyknewthecuesoftheskill.Mylessonwasdesignedforallskilllevelsandtoapply
alltheskillstheyhavelearnedearlierintheweekandapplyittothelastdayofgame
playtoa5v5game.
Forthislesson,Ionlyhad8minutesofnonactivity.The8minutestookuptime
from managing or giving the class instruction from the 30minute lesson. When the
studentsarrivedtoTigerPridewaswhenIstartedtohandoutthepenniestoassignthe
teams.IknewgameplaycouldbeachallengewhenIhadtopicktheteams.Tostart,I
hadtogooverthebasicrulesandskillstheyhavelearnedearlierthisweeksuchas
passing,dribbling,andshooting.Intheirteams,Ihadthemwarmupwithintheirown
teamsplayinga3v2topracticeoffenseanddefensebeforetransitioningtoafullsize
game.Afterthestudentswereallarmedup,Itransitionedthemintoa5v5game.The
teamwhowonrock,paper,andscissorsgottostartwiththeball.Ithoughtitseemeda
littlechaoticwiththestudentsplayingafullsidedgame.Ihadfearsstudentswerenot
goingtowanttoparticipateornoteveryonewouldhaveachancetotouchtheball.Some

teams had some key players but I made sure all students touched the ball before
shootingtoincorporateeveryoneontheteam.Ineedtobestricterwhenthegirlswho
choseto notparticipate.When the students wereplaying each other,it gaveme the
opportunitytowalkaroundthecourtsandobservethegameplayandgiveindividuals
feedback.Inoticeeachteamhadahigherskilledplayerwhotookcontroloftheirteam
butshowedaleadershiproletoinvolvedallofthelowerskilledplayers.

Strengths&WeaknessesinPedagogicalskillset
During this week lesson, I did not think I had much movement during my
basketballlessonsbutIactuallyhad1200+stepsonmypedometerforThursday.Iwas
abletostayontheoutsideofthecourtsandwalkaroundthecourtstotalktothestudents
andprovidethemwithdescriptivefeedback.Unfortunatelythecamerawasoutofbattery
beforestartingthelesson.Mostofmyfeedbackwastospecificindividuals,moretowards
the higher skilled players, encouraging them to connect with their teammates,
communicatingwitheachother,anduseteamworktoimprovetheirskilldevelopment.
The cues of the skills I taught the class for shooting the basketball was the
acronymBEEF.ItstandsforBendtheknees,Eyesonthetarget,Elbowisbent,and
Followthroughputtingthehandinthecookiejar.Ireviewedtheskillofdribblingwith
thestudents.Ihadstudentdemonstrationfortheclassmakingsuretheireyeswereup,
usingthefingerpads,theballisatwaistlevelandtotheside.Studentsdidagoodjob
executingthistaskandapplyingitwhenperforminggameplay.IthoughtIdidagood
job warming up the students getting them to play a 3v2 in their own team before

competingagainstotherteams.Whenobservingtheteamsplay,Inoticedmanyofthe
girlsdidnotwanttoparticipate.Iamnotsureiftheyarescaredoftheballoriftheydo
notlikethehighspeedgameplay.Thegirlswouldrathersitonthesidelinesandwatch
everyoneelsehavefun.Tostartthelesson,mystudentswerealreadyveryanxiousand
readytoplayarealgameofbasketball.
BeforeTigerPridestarted,Ipresettheinstantactivity,layingoutallthehula
hoopsandabasketballineachhooptosavetimeforthelesson.OnceIexplainedthe
BasketballHoopKnockout,Iwasabletoshowaquickdemonstrationwithastudentand
get the students started right away. I thought I did a good job with the students
transitioningtooneactivitytotheotherandcleaninguptheequipment.Iamstartingto
slowly learn all the students names. It makes it easier to call on the students to
acknowledgetheirgreatworkoriftheyareiftheyarebeingdisruptivetotheclass.The
studentshadplentyofactivitytimeinthesmall5v5basketballgame.Allthegroupsgot
theopportunitytoplayeachotheronce.

Recommendationsfornextsession
Fornextweeklesson,thestudentswillbeonFallbreak.Whenreturningbackto
TigerPride,soccerwillbethenextstilllaugh.Forsoccer,thelessonswillbeheldonthe
grassareainsteadoftheblacktop.Itisgoingtobeimportanttochecktheareatomake
sureitisasafezoneforthestudentsandmarkanyareasonthefieldthatcouldbea
potentialhazardcausinginjurysuchasaholeinthegrass.Iamgoingtohavetoadjustto
thenewspacingandmakesuremyclassstaysorganized.Ineedtocontinuetopractice

learnallmy20studentsnamesandmakemyinstructionsshortandclear.Iwanttoget
mystudentsasactiveaspossiblefortheshortamountoftimeIhavewiththem.