Physical Education Lesson Plan Template
Name:​ Kay Kay Martinez
Content/Skill theme:​ Basketball
Lesson:​ 7 of 8 Date/Time:​ 11/14 8:00 am
Grade:​ 9-12 Class Size: ​38
National Standards & Outcomes
Standard 1: The physically literate
individual demonstrates competency in a
variety of motor skills and movement
patterns.
Demonstrates competency and/or refines
activity-specific movement skills in 2 or more
lifetime activities (outdoor pursuits,
individual-performance activities, aquatics,
Equipment (be specific, consider the whole lesson):
● 8 basketballs
● Scarves
● 15-20 poly spots
● Cones (can use poly spots if no cones)
Safety (be specific, consider the whole lesson):
● Watch for other students moving
● Watch for loose balls
● Don’t step on the poly spots (might slip)
● Be aware of the other stations around you that might interfere
on accident
State Standards & Outcomes
Standard 1: Movement Competence and
Understanding
1.1. Engage in a variety of lifelong physical
activities at a competent level
a. Combine and apply movement patterns
from simple to complex to participate
successfully in activities such as aquatic,
rhythms/dance, combatives, outdoor
 net/wall games or target games).24 adventure activities, and a variety of lifelong
(S1.H1.L1) sports and games. (Level 1)

Standard 2: The physically literate Standard 3: Social Emotional Wellness

individual applies knowledge of concepts,
principles, strategies and tactics related to
movement and performance.
Uses strategies and tactics effectively during
game play in net/wall and/or target games.
(S2.H5.L1)
Standard 4: The physically literate
individual exhibits responsible personal
and social behavior that respects self and
others.
5.1. Demonstrate collaboration,
cooperation, and leadership skills
f. Implement cooperative learning strategies
to achieve group goals.
5.2. Demonstrate responsible behavior in
group settings.
a. Initiate responsible behavior, and function
independently and cooperatively

Exhibits proper etiquette, respect for others

and teamwork while engaging in physical
activity and/or social dance. (S4.H2.L1)

Uses communication skills and strategies that

promote team or group dynamics.50
(S4.H3.L1)

Student Objectives (ESWBAT) Assessment

ESWBAT treat their teammates and opponents with respect
Affective Formal assessment through plicker questions.
throughout the lesson.
ESWBAT know why each skill is important to the game of
Cognitive Informal assessment through CFU.
basketball when asked throughout the lesson.
ESWBAT demonstrate the correct cues for the different skills
Psychomotor (shooting, dribbling, chest pass, bounce pass) when prompted to Informal assessment through observation.
at each station.
 Teacher Objectives Assessment
Informal assessment through observing whether the students
1. TTWBAT give clear instructions for all stations.
understand or if more clarification is needed.
Informal assessment by seeing how many times i can “lap” around the
2. TTWBAT have with-it-ness.
gym.
Informal assessment by trying not to give the same students feedback
3. TTWBAT give specific skill feedback to a variety of students.
and instead finding new students to give feedback to.

Organizational Adaptations &

Student Activities Performance Cues
Time Instant activity, task development, goal orientation progressions, learning Behavior prompts; teaching Arrangement Modifications
(min) experiences, and game-skill practice-game specifics; instructional task cues; specific feedback; Potential adaptations to
Diagram showing organization of
statements; closure teacher actions student activities to meet
students; Managerial task statements
the needs of ALL students.
● Students will have 5 minutes to dress out where they will Squad lines:
then meet in the gym (usually ends up being 10).
● Students will then move into their squad lines where
attendance will be taken.
● Students will do a dynamic warm-up
35 ● Students will then do a running warm up for 8 min
N/A
min N/A

Students will jog around

basketball court borders for
warm-up.

Organizational Adaptations &

Student Activities Performance Cues
Time Instant activity, task development, goal orientation progressions, learning Behavior prompts; teaching Arrangement Modifications
(min) experiences, and game-skill practice-game specifics; instructional task cues; specific feedback; Potential adaptations to
Diagram showing organization of
statements; closure teacher actions student activities to meet
students; Managerial task statements
the needs of ALL students.
Instruction

7 min ● Explain and demonstrate each station N/A N/A Provide written
instructions for each
 station in case students
need a refresher
Main Activity: Stations Behavior Prompts
Students will be split up into 6 groups of 5 or 6. Each group Make sure we are ● Station 1: To
will go to a station. Each group will have about 4 minutes at staying engaged the challenge
each station. whole station time. students see
Show good how fast they
Station 1: Cone Dribbling sportsmanship with can do the
● Different cone patterns will be listed to try and go others. patterns
through through the
● One student goes at a time through the cones Teaching Cues cones
● While the student goes through the cones the others Focus on thumbs out ● Station 2: To
line jump either forward/backward or side/side when passing. focus students
Use your finger pads give them one
25 Station 2: 3v3 when dribbling. thing to focus
min ● Students will play a small sided game of 3v3 Follow through when on such as
● 3 Students will have scarves to identify teams shooting. bounce
(1 ● Game will be played half court and will have normal passes,
min basketball rules Specific Skill Feedback multiple
transit I like how you are passes,
ion Station 3: Sticky Hands holding up your guard shooting
time ● 3 students will have a basketball arm when dribbling. outside the
each ● The other 3 students will play defense I like how you are key, etc.
rotati ● The object of the game is to keep the ball in your getting the cookie out of ● Station 3: To
on) possession as long as possible by dribbling the cookie jar when make it easier
● There is NO SHOOTING following through on don’t allow
● If the defender knocks the ball away from the your shot. students to
offensive player the students switch roles. steal ball only
○ If students have not switched they will Specific Behavior defend
switch at the 2 min mark. Feedback intensely.
I really like how you Switch players
Station 4: Shooting Clock make sure your every 1.5 min
● 3 poly spots will be placed around the basket teammate is looking ● Station 4: To
● Each poly spot will have 2 people in line before you pass. challenge
● One student has the ball and shoots. They rebound Thank you for following students move
their shot and pass to the next line in a clockwise the instructions for each poly spots
rotation. station. farther from
 ● That student then moves to the next line in a basket. To
clockwise rotation Teacher Actions make it easier
○ In other words go to the line you pass to Adjust groups if needed move poly
● Continue this until time is up Have with it ness spots closer to
More specific skill basket
Station 5: Defensive Mime feedback ● Station 5: To
● On the side there will be poly spots creating a line. challenge
○ There will be two parallel lines for each pair students make
of students the line
● The goal of the game is for the defensive player to bigger. To
mimic where the offensive player goes. make it easier
● The offensive player has a minute to try and “break make lines
away” from the defensive player by going side to smaller
side on the parallel line.
● If the offensive player breaks away they stay and a
new defensive player comes to challenge them
● If the defense sticks the whole minute they will now
become the offensive player and a defensive player
will challenge them

Organizational Adaptations &

Student Activities Performance Cues
Time Instant activity, task development, goal orientation progressions, learning Behavior prompts; teaching Arrangement Modifications
(min) experiences, and game-skill practice-game specifics; instructional task cues; specific feedback; Potential adaptations to
Diagram showing organization of
statements; closure teacher actions student activities to meet
students; Managerial task statements
the needs of ALL students.
Final Activity: Round Robin Behavior Prompts Different courts allow
Make sure we are students to determine
● There will be 2 courts to play on. Court 1 will be engaging with our team. how competitive they
NBA and court 2 is Rec Show good want to play
● Students can decide where they want to play. sportsmanship with
○ teams can be adjusted to fit how many people others. If a student is
10 are on each court exceptional on one
min ○ if there are “subs” subs should be rotated Teaching Cues court move them up to
every 4 baskets Focus on dribbling with the next court
○ try to avoid having subs if possible your eyes up.
● After 6 minutes have students mix teams up. Make sure to step with If a student is
your opposite foot when struggling move them
passing. down a court
 Follow through when
shooting.
Use finger tips
Stay low
Non-dribbling hand
guards ball

Specific Skill Feedback

I like how you are using
your tray when shooting.
I like how you are
pivoting to keep the ball
away.

Specific Behavior
Feedback
I really like how
everyone is working
with their team!
Thank you for respecting
your opponents.

Teacher Actions
Adjust teams if needed
Use with it ness
Positive Feedback

Organizational Adaptations &

Student Activities Performance Cues
Time Instant activity, task development, goal orientation progressions, learning Behavior prompts; teaching Arrangement Modifications
(min) experiences, and game-skill practice-game specifics; instructional task cues; specific feedback; Potential adaptations to
Diagram showing organization of
statements; closure teacher actions student activities to meet
students; Managerial task statements
the needs of ALL students.
 Closure
● Hand out plickers and ask the following questions:
1. Did you say “good job” to your opponents?
a. Always
b. Sometimes
c. Rarely
d. Never N/A
2. Did you cheer on your teammates?
a. Always
b. Sometimes
c. Rarely
d. Never
3. Did you praise your opponents on something they did
10 good after the game?
N/A
min a. Always
b. Sometimes
c. Rarely
d. Never
4. Did you praise your teammates on something they
did good after the game?
a. Always
b. Sometimes
c. Rarely
d. Never
Dress Out
● Students will have 5 minutes to go back inside and
dress out

Affective Assessment:
1. Did you say “good job” to your opponents?
a. Always
b. Sometimes
c. Rarely
d. Never
2. Did you cheer on your teammates?
a. Always
 b. Sometimes
c. Rarely
d. Never
3. Did you praise your opponents on something they did good after the game?
a. Always
b. Sometimes
c. Rarely
d. Never
4. Did you praise your teammates on something they did good after the game?
a. Always
b. Sometimes
c. Rarely
d. Never