UTEP PETE Learning Experience Template

University of Texas at El Paso

Kinesiology Physical Education Teacher Education

TED 4698: Student Teaching All Levels

Learning Experience Plan

Teachers: Shaun Calderon Date: October 7th, 2019
Grade Level: 5th-3rd Time: 8:00-10:15AM.
Activities: Anatomical Number of Students: 35-45
fundamentals of basketball
and dribbling and lay up
obstacle course
Equipment: Basketballs, Cones,
Equipment provided by me: Whistle, Watch
Facility: Glen Cove Elementary School- Blacktop

OBJECTIVES (2-3 per domain):

Psychomotor:
 Students will be able to demonstrate their ability in dribbling the basketball with
both hands
 Students will progressively improve their ability to perform a layup/shoot from
close distance while using the preparation, execution, and follow through
concept.
 Students will participate in a non-competitive dribbling and lay up obstacle
course within their designated teams.

Cognitive:
 Students will be introduced and will begin to get an understanding of the basic
anatomical movements involved in the game of basketball.
 Students will be introduced to the preparation, execution, and follow through
concept of a layup sequence.
 Students will understand the importance of dribbling and will be able to go
through the obstacle course without traveling.

Affective:
 Students will show respect and maturity towards all of their peers while
participating in the activity.
 Students will show enthusiasm for both themselves as well as their classmates
when participating in all activities.

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TEKS:
§116.5. Physical Education, Grade 3. §116.6. Physical Education,
Grade 4§116.7. Physical Education, Grade 5.
(N) demonstrate on cue key elements of hand dribble, foot dribble, kick and strike such
as striking balloon or ball with hand
(K) demonstrate key elements in manipulative skills such as volleying, hand dribble, foot
dribble, punt, striking with body part, racquet, or bat.
(K) demonstrate competence in manipulative skills in dynamic situations such as
overhand throw, catch, shooting, hand dribble, foot dribble, kick, and striking activities
such as hitting a softball; and
K) demonstrate competence in manipulative skills in dynamic situations such as overhand
throw, catch, shooting, hand dribble, foot dribble, kick, and striking activities such as
hitting a softball; and
(D) describe key elements of mature movement patterns of throw for distance or speed
such as catch, kick, strike, and jump.

National Standards:
Combines traveling with manipulative skills for execution to a target (e.g., scoring in
soccer, hockey and basketball). (S1.E1.5c)

Combines manipulative skills and traveling for execution to a target (e.g., scoring in
soccer, hockey and basketball). (S1.E26.5)

Passes and receives with hands in combination with locomotor patterns of running and
change of direction and speed, with competency, in invasion games such as basketball,
flag football, speedball or team handball. (S1.M4.6)

Combines traveling with manipulative skills of dribbling, throwing, catching and striking
in teacher- and/or student-designed small-sided practice tasks. (S1.E6.4)

Dribbles and travels in generalspace at slow to moderate jogging speed, with control of
ball and body. (S1.E17.3)

Dribbles in selfspace with both the preferred and the nonpreferred hands using a mature
pattern. (S1.E17.4a)

Dribbles in general space with control of ball and body while increasing and decreasing
speed. (S1.E17.4b)

Dribbles with the feet in generalspace at slow to moderate jogging speed with control of
ball and body. (S1.E18.3)
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UTEP PETE Learning Experience Template

Dribbles with the feet in general space with control of ball and body while increasing and
decreasing speed. (S1.E18.4).

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DIAGRAM AND PRE-CLASS ARRANGEMENT (include specifics):

Skill Building:
Students will be split into groups of 3-5 and will line up at their designated cone. The first in line
will dribble and attempt a layup or close shot with their dominant hand. Regardless of outcome,
the student will then get their own rebound and dribble to the three-point line and pass to the next
in line while they go to the back. This fast-paced process will repeat for a few minutes and I will
switch it to nondominant hand, walking, jogging, etc

Skill Application:
Students will apply the skills they have learned by participating in a noncompetitive obstacle course
within their teams.
cones will be placed in a zig zag pattern along the blacktop creating a mini obstacle course.
Students will lineup along their designated cone on their side of the court. Students will then take turns
dribbling through the course before either laying the ball up or attempting a close shot once they get
around the last cone.
Once the student attempts their shot they must dribble to the three point line and chest or bounce pass
the ball to the next person in line.

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UTEP PETE Learning Experience Template

Lesson Plan Content

Time Content Development Management Task Analysis
and Safety; 2. Teaching
includes cues/Refinement
Transitions
SET Induction/HOOK: START SIGNAL: Warm Up CUES:
Good Morning Stars, this week we Quick Whistle/music
are going to gain a better Don’t crash into each
understanding of what movements other.
and mechanics some of the best Keep your Back straight
basketball players in the world are
STOP SIGNALS (pushups).
using in their technique to help themLong whistle Count by __ (different
be where they are. math multiples).
Point to the portable.
ORIENTATION: Point to the PFA.
Transition 1: Lunge to the portable.
Students will progressively practice Students start to walk Lunge to the PFA.
and improve their fundamental on the blacktop
basketball skills throughout the week following the painted Right leg up and left leg
beginning with their ability to dribble, arrows and will then flat (vice versa).
pass, and lay the ball up/shoot from do a variety of Arms across chest (sit
close distance ups).
locomotor skills that I Knees bent (sit ups).
will call out until all
WARM-UP: Get the students’ classes are outside.
hearts pumping so they will be ready Once all classes are
Refinement:
10 mins for the days lesson. outside, I will split the Everyone must participate.
classes in half. Boys No participation means
will find a painted dot timeout which means
Instant warm up: on the court to my left students could potentially
Walking and the girls will find lose their ‘Fun Friday’
Jogging a painted dot to my privileges.
Skipping right (or vice versa). Constant disruption of the
class will lead to class
Galloping
SAFETY: dojo notification to
Side Shuffle Stay in your spot students’ parents at home.
*Students perform whichever Be aware of
upper body movement I call surroundings.
out while the rest of the Don’t crash into each
classes arrive outside* other when
performing the
locomotor skills in
Standing/sitting/laying down space.
on spot: Be aware of any
Lunge (both legs). potential mud or
Reach overhead and point in equipment set up on
the field when
both directions. running.
Butterfly stretches.
Figure four stretches (Sit and Possible Student
reach). Clarification:
Sit ups Conditioning path-
students tend to get
Push Ups confused when doing
Conditioning: the conditioning lap if
Big Kids/little kids Jungle Gym Lap. not clear which lap
you want done (big
kids, little kids, PFA,
backstop etc.).

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UTEP PETE Learning Experience Template

15 LESSON FOCUS/SKILL --------------------------- CUES:

mins BUILDING ACTIVITY:
Once Coach Hernandez, and
Coach Ortega take their
classes to their areas, I will
begin to cover and
demonstrate the basic
anatomical movements
performed in basketball (wrist
flexion, plantar flexion, etc.)
I will then have the students
mimic the movements with me
prior to touching any
equipment.
I will then Introduce the
preparation, execution, and
follow through concept of a
layup/close shot.
Prep=
Dribble towards basket, grab
ball and take two steps, eyes
focused on top corner of
square.
Execution=
Student steps with their
dominant foot before planting
and jumping off their non
dominant leg while
simultaneously flexing
dominant knee, Student then
extends their arm and
releases ball near peak of
jump.
Follow Through= Student
flicks (flexes) wrist downward,
fingers pointing towards
target, Land on balls of feet
with soft knees
Transition 2: Start on my whistle.
Once students finish Stop when you hear my
their lap, they will sit long whistle.
down in their class Dribble with your
lines. fingertips.
Toes facing target.
Students will Shooting hand behind ball.
transition from their Supporting hand on the
class line to their side of the ball.
designated practice Elbow under the ball.
spot. I will count off Focus on the back of the
3-5 students to each rim/front of the rim/
cone depending on square.
number of students.
Two groups of 3-5
will be on each half of
the court using the Refinement:
same basket for their Stay within the boundaries
layups. Everyone must participate.
TASK ANALYSIS:
SAFETY:
Stay aware so you
Students are using proper
don’t potentially hit
form and technique when
with each other with
ball.
practicing their dribbling
and lay up skills.
Be careful when
entering the paint
Students are able to apply
that you don’t collide
the fundamental
with the other team.
movements that were
**Must emphasize to
be careful when
covered throughout the
activity on a consistent
moving in space and
basis (wrist flexion, plantar
be aware of
flexion, etc.)
surroundings**
Possible Student
Clarification:
Some students may
need more individual
guidance in
performing proper
layup execution
phase.

Once students demonstrate a basic

understanding of the movements
and concepts and their uses, I will
split the class into groups of 3-5.
Each group will alternate practicing
dribbling with both hands, and

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UTEP PETE Learning Experience Template

performing the execution and follow

through phase of a layup/close shot

Students will line up at their

designated cone and the first in line
will dribble and attempt a layup or
close shot with their dominant hand.
Regardless of outcome, the student
will then get their own rebound and
dribble to the three-point line and
pass to the next in line while they go
to the back. This fast-paced process
will repeat for a few minutes and I
will switch it to nondominant hand,
walking, jogging, etc.

DIFFERENTIATION
3rd grade only uses their
dominant hand.
3rd grade gets longer skill building
time
3rd grade gets simpler multiples
in the warm up.

I will have struggling students

aim strictly for backboard to help
them develop the accuracy.

severely struggling students will

use dominant hand only as well.
Struggling students will be able
to walk instead of jog.

STUDENT EXPECTATIONS:
I expect to see many of my students
struggle at first but will eventually
begin to persevere as they keep
trying to improve the skill.
Some students will naturally be
better than others, but I will be
constantly reassuring all of my
students that the only person they
are competing with is themselves.

Psychomotor:
Students practicing their ability to
perform proper dribbling and layup
technique.

Cognitive:
Identifying individual errors that the
students are performing when they
initially start (pushing off wrong foot
with layup, dribbling with palms, etc.

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UTEP PETE Learning Experience Template

Affective:
Students working together within
their teams to help each other
improve while also remaining kind to
those who are struggling.

SKILL APPLICATION Transition 3:

15 ACTIVITY: Students will
mins Students will apply the skills they have transition from their
learned by participating in a skill building areas
noncompetitive obstacle course within back to the red
their teams. canopy for
cones will be placed in a zig zag instructions on their
pattern along the blacktop creating a skill application
mini obstacle course. activity.
Students will lineup along their Students will then
designated cone on their side of the transition from the
court. Students will then take turns instruction area back CUES:
dribbling through the course before to their designated Stay in your own line
either laying the ball up or attempting a team area. Dribble around cones
close shot once they get around the Eyes up.
last cone. Dribble with fingertips not
Once the student attempts their shot SAFETY: palms
they must dribble to the three point line Stay at your If you are performing a
and chest or bounce pass the ball to layup with right hand, you
designated court
the next person in line. step with your right leg first
area.
Be aware of other and then leap off your left.
DIFFERENTIATION: team on court (vice versa for left layup)
**Must emphasize to Use square if necessary
rd th be careful when Focus on front or back of
3 graders and struggling 4
rim
and 5 grade students will be moving in space and
th
Wrist flexion
be aware of
allowed to walk through the surroundings** Knee flexion
course Release ball near peak of
Struggling students will also jump
Possible Student
be able to solely use their
Clarification: Refinement:
dominant hand to dribble and
Only one student from
shoot Taking time to each team allowed on the
explain the path of court at a time
STUDENT EXPECTATIONS: the obstacle course. Emphasize that this is a
I expect my students to participate in Going over the three noncompetitive obstacle
the activity to the best of their ability phases once again. course and the only
while making gradual improvements I will have a couple person they’re competing
throughout the lesson. volunteers help with is themselves.
I also expect my students to be demonstrate what is TASK ANALYSIS:
enthusiastic, and respectful to both to be expected.
themselves and their peers Going over the
anatomical Students are using proper
throughout the duration of the
movements covered technique when dribbling
lesson.
at the beginning. through the course.
I expect my students to understand
Students are being
that this is a noncompetitive activity
consistent when
and the most important thing is to
performing the
improve the skills being worked as
preparation, execution,
opposed to finishing the drills as fast
and follow through phases
as possible.
of a layup and/or close
shot.

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UTEP PETE Learning Experience Template

Students are all

Psychomotor: Transition 4: participating in the activity
Students transition
Participating in the dribbling and lay to the best of their ability
up obstacle course from their designated
obstacle course area
Cognitive: back to the red
Understanding the rules, canopy at the
boundaries, and fundamentals of the conclusion of the
activity/skill. activity so they may
get their closing
Affective: feedback/debriefing
Students working together as a class questions before I let
to help motivate each other while them get water and
also remaining kind to those who are go line up with the
struggling. rest of the grade.

Debrief/Closing/Cool Down
2-5
mins
(what, so what, now what):

Psychomotor:
I will demonstrate some of the
anatomical movements that I
covered and ask who can recall
what they are and what they are
used for in basketball.

Cognitive:
I will ask them to recall What the
three phases of a layup sequence?

Affective:
What did you think was the hardest
part of the activity?

Did you all have fun?

Insight/Preview:
Next time we will continue to work
on improving our basketball skills by
applying more of the anatomical
movements we introduced today
while also incorporating some
biomechanical knowledge into our
technique.