ASSESSMENT RUBRIC

Objective: Dribble while stationary

Basketball Unit | Level 6

TECHNIQUE
Today we are going to learn how to dribble while remaining stationary.

IMPORTANCE
Dribbling while remaining stationary is important because it improves your ball control skills and hand-eye coordination.

VOCABULARY
Dribble: to bounce an object continuously without stop or pause.
Stationary: to stay still and not move.

When dribbling while stationary, it is important to:

PRACTICE

1. Line up on the baseline shoulder-to-shoulder with your ball between your feet. When I say, “GO!” dribble your ball 10 times. When I say, “STOP!” put your ball between your feet.
2. Repeat as many times as needed.

STORYLINE
Today we are playing Dribble Drop II. Your goal is to keep the basketball in motion as you dribble while stationary. 

INSTRUCTIONS

• Before the game begins, spread out on the court with your basketball.  
• When I say, “GO!” begin dribbling with one hand while remaining stationary.
• When I say, “DROP!” you must leave your ball and grab another one.
• You must switch balls with a new student each time “DROP” is called.
• If your ball stops dribbling, you receive a letter “D” (D-R-O-P).
• We will begin a new game when one student has received all four letters.

TEACHING TIPS

• Approach:
  • Once a student has reached all four letters, have him/her call out, “DROPl” the next game.
• ELL Accommodation:
  • Pair new student with more advanced student of same language for instructions.
  • Post skills and instructions in picture format for students to reference.
• SpEd Accommodation:
  • Give directions and demonstrations one-on-one or in small groups.
  • Allow students to write, sign, or draw reflections instead of answering orally when appropriate.
• Reflection:
  • What about dribbling was hard for you?
  • How might you encourage a classmate who is having a hard time dribbling?

STORYLINE
Today we are playing Pumpkin Patch II. In this game, we are dribbling our pumpkins (basketballs) on all the different colors in the pumpkin patch. Your goal is to follow the color pattern and dribble your pumpkin while stationary on each dot.

INSTRUCTIONS

• I will divide the class into two teams. You will either stand on the baseline or the end line.
• Before the game begins, line up shoulder-to-shoulder with your pumpkin between your feet.   
• I will call out a pattern before each round (e.g., “Green, Blue, Red”).
• When I say, “GO!” you must:
  • Dribble to the first color called in the pattern.
  • Dribble your ball three times on each color dot.
  • Continue to go to the rest of the colors called out in the pattern.
• If you get to a dot at the same time as another student, Ro Sham Bo to decide who goes first.
• When you finish the pattern, line back up in your line.

TEACHING TIPS

• Approach:
  • Remind students, this is not a race between teams.
• Safety:
  • Remind students to keep their heads up when moving around the pumpkin patch.
• ELL Accommodation:
  • Pair new student with more advanced student of same language for instructions.
  • Post skills and instructions in picture format for students to reference.
• SpEd Accommodation:
  • Give directions and demonstrations one-on-one or in small groups.
  • Allow students to write, sign, or draw reflections instead of answering orally when appropriate.
• Reflection:
  • What about dribbling was hard for you?
  • How might you encourage a classmate who is having a hard time dribbling?

STORYLINE
Today we are playing Sleepy Dragons. Your goal is to dribble while stationary to try and wake the sleeping dragon.

INSTRUCTIONS

• I will begin as the sleeping dragon.
• When I say, "GO!" you must try and wake me up by dribbling your ball. Sometimes, it might take me awhile to wake me from my slumber.
• When I do wake up, I get very angry and will try and get you with my fiery breath.
• In order to escape, you must take your ball and head back into the cave for safety.
• We will begin a new game when I select another dragon to help me.

TEACHING TIPS

• Approach:
  • This game is to be played on a half-court, but can increase in size based on class size.
• ELL Accommodation:
  • Pair new student with more advanced student of same language for instructions.
  • Post skills and instructions in picture format for students to reference.
• SpEd Accommodation:
  • Give directions and demonstrations one-on-one or in small groups.
  • Allow students to write, sign, or draw reflections instead of answering orally when appropriate.
• Reflection:
  • What about dribbling was hard for you?
  • How might you encourage a classmate who is having a hard time dribbling?