Basketball

Unit Plan

Dylan Sheehan
6th & 7th Grade
North Middle School
Westfield, MA
December 4th December 15th

Unit Outcomes
(By the end of the unit,
students will be able
to)

Referenc
e MA CF
&
NASPE
Standard
s
by #
Psychomotor
Unit Outcomes SHAPE 1,
Students will
2 unit,
(Bybe
theable
endtoof the
demonstrate
the will be able
MA to)
CF
students
following basketball
2.17
skills: control dribble,
speed dribble,
bounce
Psychomotor
pass, chestStudents
pass, laywill
up, be able to
short rangedemonstrate
shot, long the following
range shot.basketball
Students skills: control
will have the
ability
to dribble,
dribble,
speed
play in a modified
gamechest pass, lay
bounce pass,
using movement
onrange
the shot, long
up, short
court in order
to
keep
range shot. Students will
good spacing
perform
havetothe
ability to play in a
these skills.
modified game using
Cognitivemovement on theSHAPE
court in2
Identify the
rulestoand
MAspacing
CF
order
keep good
violations to
of perform
a
2.17
these skills.
basketball game,
offensive and defensive
strategies, and one skill
cues for the
fundamental skills
(dribbling, passing,
shooting) when playing
basketball.

Affective
SHAPE 5
Demonstrate good
MA CF
sportsmanship,
2.26
teamwork, and
cooperation
with a
Cognitive
small or large
group
Identify
thebyrules and
having respect
for
one
violations of a basketball
another and
express
game,
offensive and
enjoyment.defensive strategies, and
two skill cues for the
fundamental skills
(dribbling, passing,
shooting) when playing
basketball.

Content to be taught
Unit Outcomes

Assessment
(include rubrics,
quizzes, etc. in
written materials
section)

Unit Content

DAY
1: Dribbling
Psychomotor SkillAssessment
MA CF
Content to be taught
Rubric
DAY
2: Passing
& NASPE
(include rubrics, quizzes,
DAY
3: Lay Ups
Standards
etc. in written materials
Self Assessment section)
DAY 4: Defense
DAY 5: Shooting
Peer Assessment
DAY
6: Skills
SHAPE
1, Day 1: Introduce basketball

Written Pre-Test
Competition
2, 5
Speed dribble & control
DAY
7: 3 v 3dribbling, left and right hand,
MA CF
Tournament
2.1, 2.2,
crossover
DAY
2.7 8: 3 v 3
Day 2: Review dribbling,
Peer assessment - passing
Tournamentintroduce passing bounce pass,
DAY 1-8: Agile
chest pass
Movement Day 3: Review passing and
Teacher Observation
dribbling, introduce and practice
lay ups
DAY 1: History
Written Pre
Test Questioning - closure
Day 4: Introduce shooting
form
DAYS 1 & 2: (BEEF), practice various
Regulations/Dribbling
shooting drills Teacher observation
Violations
Day 5: Continue to work on
Teacher observation
DAYS 1-8: Rules
Talk
shooting, work onTurn
new,and
more
DAY 7: Half court
rules shooting drills and
challenging
DAYS 6 & 7: Offensive
and of shots
Written
Post Test
different types
(close
Defensive Strategies
range, mid range, long range)
DAY 7 & 8: Play
DayMaking
6: Skills competition day
Skills checklist
Practice various skills at
different stations to test skills
(Mike in lay up drill, foul shots,
dribble relay timed)
Day 7: Introduce 3 v 3 half court Teacher observation
games, play 3 v 3 games with
DAYS 1-8: Safety
Teacher observation
teams in a tournament
DAYS 1-8: Teamwork
Day 8: Finish 3 v 3 tournament, Written Post-Test
DAYS 1-7: Respect
Conduct
& Effort
continue to work on
offensive
DAYS 7 & 8: Sportsmanship
Grade
and defensive play
Day 1: History of basketball
Written Pre-test
who, what, when, where, why
how, skill cues for dribbling,
dribbling violations
Day 2: Review skill cues for
Introduction Questioning
dribbling, introduce skill cues
Basketball history
for the bounce pass and chest
pass
Day 3: Review passing skill
Peer assessment - passing
cues, introduce skill cues for
performing a lay up

Affective
Demonstrate good
sportsmanship, teamwork,
and cooperation with a
small or large group by
having respect for one
another and express
enjoyment.

SHAPE 5
MA CF
2.26

Day 4: Review lay up cues,

introduce shooting skill cues
(BEEF)
Day 5: Reinforce BEEF,
shooting skill cues, introduce
more challenging shooting drills
Day 6: Review all skill cues that
we have gone over dribbling,
passing, shooting
Day 7: Introduce 3 v 3 rules, go
over some offensive and
defensive strategy, introduce
more rules
Day 8: Reinforce rules and
regulations, spacing, and
movement in a small sided
basketball game, skill cues for
skills used
Day 1: Following teachers
directions and establishing
rules/routines. When the teacher
gives stop signal, place
basketball between ankles
Day 2: Demonstrate safe and
appropriate behavior (respectful,
responsible, and safe).
Day 3: Students will be aware
at all times during lesson when
dribbling and passing to avoid
making contact with others
(heads up).
Day 4: Students will understand
safety when shooting while other
classmates are shooting also
Day 5: Students will enjoy and
be good teammates when faced
with a challenge of new
activities
Day 6: Students will follow
class rules and express
enjoyment during lesson.
Day 7: Students will cooperate
with each other during modified
game play.
Day 8: Students will
demonstrate good sportsmanship
and fair play when playing in a 3
v 3 tournament.

Closure questioning
Closure questioning
Turn and talk discussion
Closure discussion

Basketball Post Test

Basketball pre-test

Teacher observation
Informal questioning

Thumbs Up/Thumbs
down
Closure discussion

Teacher observation
Closure questioning
Basketball post-test

Unit: Basketball

Grade Level: 6th & 7th

Grading Policy

Participation (60%)In order to receive full credit for a class, you must change from your school
clothes into clothing appropriate for activity.

Preparation (30%)
Students are expected to be involved fully in the class activity to the best of
their ability.

Written Work (30%)

Written quizzes on rules, strategies and concepts will be given after some
units and possibly as homework.
Student can name the appropriate skill cues for specific basketball skills,
strategies for offense and defense.
Written quizzes on rules, strategies and concepts will be given after some
units and possibly as homework.

Attitude/Effort (30%)
How hard you try, sportsmanship, willingness to help others, respect for
peers and teachers as well as facilities and equipement is expected.

Name ______________________________

Period __________

Basketball Pre-Assessment
1. Who founded basketball?
a. Michael Jordan
b. Wilma Rudolph
c. James Naismith
d. John F. Basketball
2. How many players are on the court at one time? _______________
3. Name 2 violations in basketball.
1. _____________________________

2. _____________________________

4. Zone defense means you defend a specific opponent. True / False (Circle One)
5. When shooting, where does MOST of your power come from?
a. Arms
b. Chest
c. Hands
d. Legs
6. An opponent has their arms up on defense. What type of pass should the offensive
player should use?
a. Two handed overhead pass
b. Chest pass
c. Lob pass
d. Bounce pass
7. Have you had any experience with basketball? Please Explain.

8. What would you like to know/learn about basketball? Please Explain.

Grade Level: 6th & 7th

Unit: Basketball

Name ______________________________

Period __________

Basketball Post-Assessment
1. Who founded basketball?
a. Michael Jordan
b. Wilma Rudolph
c. James Naismith
d. John F. Basketball
2. How many players are on the court at one time? _______________
3. Name 2 violations in basketball.
1. _____________________________

2. _____________________________

4. Zone defense means you defend a specific opponent. True / False (Circle One)
5. When shooting, where does MOST of your power come from?
a. Arms
b. Chest
c. Hands
d. Legs
6. An opponent has their arms up on defense. What type of pass should the offensive
player should use?
a. Two handed overhead pass
b. Chest pass
c. Lob pass
d. Bounce pass

7. What did you learn that you didnt know about basketball? What skill did you learn
that you did not know how to do before?

Basketball Skills Checklist

Formative Basketball AssessmentShooting Checklist
X= Complete
Name

Cue 1:
Hand is
underneat
h ball and
ball is
balanced

Cue 2:
Elbow is
tucked in

Cue 3: Ball
is at eye
level

Cue 4:
Follow
through

Overall
Grade(1-4)

Grade Level: 6th & 7th

Unit: Basketball

Passing Peer Assessment

Peer Evaluation
Name _________________________________________________
Period _________
Evaluator _____________________________________________
Chest Pass

Step toward the target with the right or left

foot.
Ball starts next to chest with elbows bent.
Push the ball toward the target following
through
Ball lands at the target, chest level of
teammate.
Hands finish with thumbs down.
Bounce Pass

Step toward the target with the right or left

foot.
Ball starts next to chest with elbows bent.
Push the ball toward the target following
through
Ball is bounced at the appropriate point in
the floor.
Ball lands at the target, chest level of
teammate.
Hands finish thumbs down.

How many times out were you

able to hit your partners hands
in front of his chest without your
partner having to move his
hands?

How many times were you able

to hit the hotspot on the floor?

Dribbling Skill Cues

Eyes up
Contact ball with finger pads

Unit: Basketball

Grade Level: 6th & 7th

Keep ball at side for control

Bounce ball at waist level

Chest/Bounce Pass Skill

Cues

Chest Pass Square body to target

Hands chest level on both sides of
the ball
Step towards target
Extend arms and release ball
10

Bounce Pass Square body to target

Hands chest level on both sides of
the ball
Step towards target
Extend arms downward and
release ball
Ball should bounce 2/3 of the way
to target.
BASKETBALL SHOOTING SKILL CUES
(BEEF)

Unit: Basketball

Grade Level: 6th & 7th

B- BALANCE.
E- EYES ON TARGET.
E- BEND SHOOTING ELBOW, NON
SHOOTING ELBOW SUPPORTS SIDE
OF BALL.
F- FOLLOW THROW FLICKING
WRIST.

Results of Assessment
Throughout my eight day soccer unit, I used several different forms of assessment
to help me both to check for understanding, and make sure students retained the
information, but also to see how much the students improve and progress. The most
important form of assessment, in my opinion, is teacher observation. I dont think there is
a much more impactful assessment; this is how a teacher is able to make necessary
changes on the fly, give appropriate feedback, make sure students are on task, and make
sure that the activities that the teacher creates give the students ample amount of
opportunities to practice the skill at hand. The basketball skill level in my class ranged
from students who have never played to students who were in suburban leagues playing
all the time. As I became more familiar with the students, I was able to use those I knew
were skillful for demonstrations and come up with different ways to challenge them, and
also give more feedback and attention to those that needed more assistance.
The first assessment that I gave was the basketball pre-test. Rather than telling the
students it was a test, I told them it was a survey to see how much they already knew
about the sport. I told them however, if they did not know, they should take an educated
guess. This test was given on the first day before the basketball unit started. The results
varied; some students knew the violations, strategy and some history, some could figure
out a few just from background knowledge, and some students left it completely blank or
with question marks. I also asked what the students would like to learn in this unit and
those answers varied as well. Some students said to learn the rules, some said various
skills, and some said that they did not want to learn anything because they already knew
everything. This let me know that my students had an extremely diverse exposure to
basketball. I got the idea to do a pre test and a post-test from a teacher in service about
12

District Determined Measures. Since the state is looking for teachers to measure growth,
giving a pre test and a post-test would do just that. The students got an identical test after
the soccer unit with the exception of one question that was changed. I have yet to see the
results since I have not given it yet, but I am positive that the results of the test will show
that the students knowledge of soccer has grown.
After the passing lesson, I gave a passing peer assessment. In this assessment,
students were to grade a peer on the chest pass and the bounce pass. They were to check
off the skill cues as they saw them, as well as count the number of times their peer could
hit the target out of 10 for both types of passes. This assessment let me know that
students were performing the skill correctly as well as their skill level in both types of
passing.
The formative soccer shooting assessment was very helpful in determining which
students could really shoot using the correct skill cues, which students were in between,
and which students really needed the most help. The students received an X for each skill
cue that was observed, and then a number for the total cues observed. At the beginning of
my unit, some students really struggled with shooting the ball with their elbow in. A lot of
them would have bad habits from trying to shoot from a far range. By the end of my unit,
all of the students knew how to shoot using the correct skill cues and most could
demonstrate it. In the future, I will try to incorporate this assessment into a skills
competition.
SHAPE Standards
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.
Massachusetts State Standards
Through the study of Motor Skill Development students will:
2.1 Apply movement concept including directionality, balance, level (high, low) pathway
(straight, curve zigzag), range (expansive, narrow), and force (rigid,, soft) to extend
versatility and improve physical performance.
In pairs or small groups, students practice throwing and catching different objects with
and without implements. Students observe and assess others and use movement concepts
to provide feedback to their peers.

Unit: Basketball

Grade Level: 6th & 7th

2.2 Use a variety of manipulative, locomotor skills (walking, running, skipping, hopping
etc..) and non locomotor skills (twisting, bending, extending etc.) for individual
performance and group performances.
2.3 Perform rhythm routines, including jump roping and dance skills to demonstrate
fundamental movement skills.
Through the study of Fitness students will:
2.4 Identify physical and psychological changes that result from participation in a variety
of physical activities.
2.5 Explain the benefits of physical fitness to good health and an increased active
lifestyle.
2.6 Identify the major behaviors that contribute to wellness (exercise, nutrition,
hygiene,rest, and recreation, refraining from using tobacco, alcohol and other
substances).
Through the study of Personal and Social Competency students will:
2.7 Demonstrate responsible personal and social conduct used in physical activity and
dynamic environments.
By the end of grade 8:
Through the study of Motor Skills Development students will:
2.8 Use combinations of manipulative, locomotor and non-locomotor skills to develop
movement sequences and patterns, both individually and with others.
2.9 Demonstrate developmentally appropriate basic manipulative and advance
specialized physical skills, including throwing and catching different objects with both
accuracy and force, hand and foot dribbling, and accurate striking proficiency.
2.10 Perform a rhythm routine that combines traveling, rolling, balancing and weight
transfer into smooth flowing sequences with intentional changes in direction, speed and
flow.
Through the study of Fitness students will:
2.11 Apply basic principles of training and appropriate guidelines of exercise to improve
immediate and long-term physical fitness.
2.12 Participate in activities that promote physical fitness, decrease sedentary lifestyle,
and relieve mental emotional tension and stress.
2.13 Explain the personal benefits of making positive decisions and monitor progress
towards personal wellness.

14

Through the study of Personal and Social Competency students will:

2.14 Apply advanced movement concepts and beginning game strategies to guide and
improve individual and team performance.
2.15 Demonstrate strategies for inclusion of all students in physical activity settings.
2.16 Describe the purpose and benefits of sports, games and dance in modern society.

References
Sutherland, Charmain. No Gym? No Problem! N.p.: Human Kinetics Publishers Inc.,
2006. 143. Print.
http://www.pecentral.org/lessonideas/cues/bouncepass.html
Graham, G. (2008). Human Kinetics. Teaching Children Physical Education. (3rd
edition.) Champaign, IL.
http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=69
http://www.wikihow.com/Put-Some-B.E.E.F.-Into-Your-Jumpshot