Mod 3
Mod 3
Mod 3
KIN 5600
Module #3
LESSON PLAN
Set-Up:
Groups of 4 – designated from the “Awareness Warm-Up”
Groups will be divided to teams of privilege and lack of privilege
based on “Awareness Warm-Up”
Three “mini courts” with cones set up to designate the boundaries
(see diagram below.)
Grouping Strategy:
Students will be put into groups of 4 based on the following criteria
assessed from the warm-up-
1. Students who take 0-1 forward steps
2. Students who take 2-4 forward steps
3. Students who take 5+ forward steps
Risk Management 1. Students will be aware of and stay within the designated boundaries.
Concerns: 2. Students will be aware of their surroundings at all times during the
games.
3. Students will walk to retrieve basketballs once instructed.
4. Students will show good sportsmanship, even if/when frustrated due
to restrictions.
5. Students will play the games per instructions and rules given.
OUTCOMES AND ASSESSMENT
1. (S1.4.8) Passes and receives with an implement in combination with
locomotor patterns of running and change of direction, speed and/or
level with competency in modified invasion games.
State Standards 2. (S1.21.8) Catches from different trajectories and speeds in a
Addressed: dynamic environment or modified game play.
3. (S4.5.8) Cooperates with multiple classmates on problem-solving
initiatives, including adventure activities, large-group initiatives,
and game-play.
1. SWBAT perform the two-handed catch (action/behavior) from
teammates while running and changing directions (conditions) 3 out
of 4 attempts (criteria). (Psychomotor) Indicators: Eyes on the ball,
reach arms out, and bring the ball to the body.
2. SWBAT describe social awareness of different privileges and
experiences (action/behavior) through warm-up activity (conditions)
by providing input in debrief discussion (criteria). (Cognitive)
Lesson Objectives: 3. SWBAT demonstrate cooperative teamwork (action/behavior) by
providing 3 positive statements (criteria) by the end of the game
(condition). (Affective) Indicators: Good job, nice catch, great cut,
etc.
Introduction-
Good afternoon class! Today we are going to put everything we’ve learned
in this unit so far together, but with a little twist. How many of you saw the
new Nike add with Colin Kaepernick? What did you think about it? (Wait
for students to answer and respond as necessary.) Whether you agree or
disagree with Kaepernick, today we are going to take a look at the
conversations he has started in the media and how closely it hits to home
for us!
Hook-
I know we’ve had a lot of fun in this basketball unit so far, and today is
going to continue that with a new perspective on how we view ourselves
and each other. Let’s get started! Everyone, walk to the baseline for warm-
up!
Debrief:
For those that took less than two steps,
how did you feel seeing classmates a few
steps ahead of you?
For those that took 4 or more steps, how
did you feel being ahead of everyone else?
How does hearing those statements and
seeing that some of your classmates have
to worry about those things make you
feel?
Does anyone have any additional
thoughts, comments or feelings about that
warm-up?
Risk Management:
Students will be alert and attentive for the “start”
and “stop” signals. Students will be aware of
their surroundings and space when starting
exercises.
Transition:
Students will walk to the center of the gym and
have a seat in a semi-circle and wait for the
teacher to provide instructions for the activity.
Cues:
1. Keep eyes on ball
2. Reach arms out
3. Bring ball to the body
Risk Management:
Students will be aware of the boundaries they are
in at all times. Students will look before they run
into another team’s court if they’re ball goes out
of their boundaries.
Transition:
Students will walk to their designated court with
their teams and wait for the “start” signal.
Cues:
1. Keep eyes on ball
2. Reach arms out
3. Bring ball to body
Encouragement Statements:
Teacher will encourage students when they
perform a task well or are giving their best effort.
Example statement- “Great hustle, Suzy!
Excellent athletic stance when catching.”
Risk Management:
Students will be aware of the boundaries they are
in at all times. Students will look before they run
into another team’s court if they’re ball goes out
of their boundaries.
Transition:
Once the final “stop” signal is given, one student
per court will walk the basketball back to the rack
and one student per court will collect all of the
tally/rubric sheets. Students will then walk to the
baseline for a one lap cool down around the
court. Students will walk to the center of the court
and sit in a semi-circle around the teacher for
stretching and lesson review/debrief.
References and Resources 1. Peter, D. (Oct. 14, 2017). Life of Privilege Explained in a $100 Race.
Used: Accessed on October 5, 2018. https://www.youtube.com/watch?
v=4K5fbQ1-zps
2. Manross, M. Activity Cues: Catching. Accessed on October 9, 2018.
https://www.pecentral.org/lessonideas/cues/archive9798/cues119798.html
PROFESSIONAL RESPONSIBILITY: TEACHER REFLECTION
Teacher
Reflection:
TALLY SHEET
Directions: Each person on the team will use this scoresheet to score one game. In the boxes below, tally
each completed pass your team makes using the proper two-handed catch technique. Continue tallying the
completed passes when your team steals the ball or the other team drops it.
Directions: Each student will assess one of their teammates based on the 3 two-handed catching cues.
Assessors will tally every time the catcher catches 3 out of 4 passes.
COURT 1 COURT 2
COURT 3