Amy Sansone - ppl30 - Basketball Unit Plan

Basketball UNIT PLAN Overview
Mark Breakdown:
/45 A (5/DAY)
/22 C (10/SELF-ASSESSMENT KIT & DAILY REFLECTION + 12 TEST)
Day 1
Warm-Up
In-class basketball
review: HANDOUT
Skill Focus
Basketball Review/Unit
Overview (Prezi):
Basic Rules
Basic Skills
Strategy Focus
Assessment
Day 2
Day 3
/14 T&I (TEST)

Day 4
/24 K&U (TEST)

Day 5
Fitness Circuit
Dynamic warmup
Dynamic warmup
Dynamic Warmup
1. Passing
1. Review Passing
1. Review passing and

dribbling
1. Review lay-up
2. Receiving/Catching
2. Carrying/Dribbling
2. One-handed set shot

2. Lay-up
3. Spatial awareness
3. Pivot
The Cone Game
Passing relay
Lay-up competition
Passing & Shooting Relay
Bank It (passing only)
Dribble tag
Modified 5-on-5 layup

only
Around the world
Using Digital Analysis

Tools (Ubersense)
Games
Activity Sheet
Question Sheet
Cross-word
Bank It (dribbling
allowed)
Uber-sense app
prep/practice
Cool-Down/
Consolidation
Assessment/
Evaluation
Methods
Review Unit Focus

Skills & strategy
implementation
Cooperation
Circle Stretch
Discuss passing strategies
Question Sheet (as

learning)
Ubersense (for learning)
Modified 5-on-5 Onehanded set shot only
Circle Stretch
Discuss Lay-up strategies
Chest Pass Peer Checklist
Circle Stretch
Discuss dribbling
strategies
Dribbling Peer Checklist
Daily Reflection Sheet
Lay-Up Peer Checklist
Circle Stretch
Discuss One-handed set
shot strategies
One-handed set shot Peer
Checklist
Teacher Evaluation: Daily

Application/Participation
Teacher Evaluation:
Daily


1
Day 6
Warm-Up
Skill Focus
Games
Day 7
Day 8
Day 9
In-Classroom Test
Fitness Circuit - Reflection
Mirror Warmup
Dynamic Warmup
Potential Opportunities:
Offensive strategies
Give & Go
Pick & Roll
Potential Opportunities:
Defensive strategies
Man-to-man
Zone
Rebound & Fast Breaks
Team Communication &

Cooperation
Court Awareness and
Anticipation of Opponents
Tactics
Students present
understanding of units
learning goals
K/U
T/I
Communication
Give & Go shooting drill

Pick & Roll shooting drill
- Combines passing,
strategy, and shooting, and
team work
Mirror Warm-up
Round-Robin Tournament
Unit Test
Circle Stretch Refer to Peer

& self-awareness charts
Inspirational YouTube videos

for Sport and Social Change
High-Five Tag (try stop to the

high fives)
My Territory!
5-on-5 games
-blocked sections of the gym (12 players)

12 players trying to get to other side
Cool-Down/
Consolidation
Circle Stretch
Discuss offensive strategies
5-on-5 games
Circle Stretch
Discuss defensive strategies
Assessment/
Evaluation
Methods
Game Application
Unit Test


Students hand in Daily

Reflection Sheet filled out
throughout the unit

Table of Contents
Lesson /
Appendix
Lesson 1
Date (2014)
Location
Skill & Strategic Understanding Focus
November 3
In Class
In-Classroom Overview of Basketball Unit
Page
Numbers(s)
4-8
Lesson 2
November 4
Gym A & B
Passing and Receiving
9-15
Lesson 3
November 5
Gym A & B
Dribbling and Pivoting
16-21
Lesson 4
November 6
Gym A & B
Lay-Ups
22-26
Lesson 5
November 7
Gym A & B
One-Handed Set Shot
27-31
Lesson 6
November 10
Gym A & B
Offensive Strategies
32-36
Lesson 7
November 11
Gym A & B
Defensive Strategies
37-41
Lesson 8
November 12
Gym A & B
Round Robin Tournament
42-45
Lesson 9
November 13
In Class
Unit Test
46-48
Appendix A
Used Daily
Teacher Evaluation: Daily Application Evaluation
49-50
Appendix B
Lesson 2
Chest Pass Success Criteria Checklist
51
Appendix C
Lesson 2
Receiving/Catching Success Criteria Checklist
52
Appendix D
Lesson 3
Dribbling Success Criteria Checklist
53
Appendix E
Lesson 4
Lay-up Success Criteria Checklist
54
Appendix F
Lesson 5
One-Handed Set Shot Criteria Checklist
55
Appendix G
Lesson 6
Student Daily Reflection Sheet
56
Appendix H
Lesson 1
Student Learning Packet: Basketball Overview

Sourced from The Advantage Press Inc. (2007). Physical
Education Learning Packets: #4 Basketball. Pages 38-47
& 129
** See digital pdf. for better quality printable version
57-67
Appendix I
Lesson 9
Unit Test
68-72
Appendix J
Lessons 2 & 6
Fitness Blast Circuit Warm-Up
73
Unit: Basketball
Lesson 1
Subject / Course: Physical Education

Grade Level: 11
Topic: Basketball: Introduction & Unit Overview
Date: November 3, 2014

Time of Class: 9:00am-10:15am
Location: Gym A & B
1. Curriculum Specific Expectations

-
Active Living/Active Participation: describe strategies that will affect their choice of activities and encourage
lifelong participation and enjoyment
2. Learning Goals
1. Students will identify and review the basic rules and skills of basketball: passing, dribbling, and shooting
2. Students will identify some transferrable skills in basketball they have developed in other physical activities
3. Students will become familiar with Ubersense: Video Analysis and Sports Coaching App as a tool to encourage
meaningful participation and goal-setting
3. Student Success Criteria

1. Students can demonstrate basic knowledge of the rules and skills of basketball by answering a Question
Sheet and Cross Word activity
2. Students can state at least three transferrable skills they have learned that will contribute to their success in
this unit
3. Students can record movement videos of each other using Ubersense to assess joint angles for the phases of
movement of one movement skill
4. Learning Environment
-
Students will be in the classroom rather than the gymnasium to have an instructional overview of the
basketball unit
Students will sit in small table groups of 4-5 students to take part in group-work activities
5. Strategies for Inclusion and Accommodation will vary depending on class profile
Pre-assessment:
Accommodation/ Modification: (How will you adapt your lesson)
Academic Needs:
Provide extra time for assignments

Keep the structure of each class consistent and organized
Verbally read questions out loud for test questions
Verbal communication (I.e. answering handout questions in a video) rather than written
communication is acceptable for the scope of this course
Behavioural/Soci
al/Emotional
Needs:
Physical Needs:
Diversity Needs:
Circulate during group activities to make sure students stay on track, use of names and
proximity when needed. Ask students questions to encourage their communication
Use think-pair-share to get some ideas flowing
Pair students with new class-mates to prevent distraction
Provide modified drill activities to cater to physical disabilities or needs
Ex. For a student unable to use one arm, provide activities that involve more leg and body
movement rather than manipulation of objects with the both arms/hands (she is able to
catch and throw with her left arm)
Ex. Substitute weight bearing activities for non-weight bearing activities of the arm.
Examples, do sit-ups instead of push ups
Accommodate so that all students are involved and developing personal physical literacy
Use concise instructions and model tasks when discussing activities
Check in with ESL students after instruction
Be aware of and sensitive to cultural differences. Some cultures do not permit physical
contact with the opposite sex for example.
6. Lesson Overview
75 minute lesson
- Diagnostic Activity: Graffiti Board - Brainstorm basketball terminology (5 min)
- Prezi: Unit Overview Discuss Handout + Assessment Criteria + Ubersense Demo (30 min)
- Students with Smart Phones and data download Ubersense App
- Group Activity: Question Sheet & cross-word (20 min)
- Group Activity Feedback: Take up answers as a class (10 minutes)
- Students practice using Ubersense App in small groups
- Consolidation
7. Resources
-
Prezi - http://prezi.com/hnu0-anjnfjw/?utm_campaign=share&utm_medium=copy
Chalkboard/White board for brainstorming hook
20-25 pieces of Chalk or markers
Five table groups of 4 to 5 students in each group (Pre-arrange groups for classes with behavioural issues)
Prezi Presentation + Projector + Laptop/Computer
Internet/Data
Ubersense App
Voluntary Student Smart Phones + iPads if available (at least 10 devices in total)
1 Learning packet per student (Appendix H pgs. 57-67 inclusive). Source: The Advantage Press Inc. (2007).
Physical Education Learning Packets: #4 Basketball. Pages 38-47
One Self-Assessment Kit booklet per student (Appendix B, C, D, E, F, & G inclusive). Sources: OPHEA (2002),
Shannon Burnie (2014) & Amy Sansone (2015).
8. Content and Teaching Strategies for Lesson

8a Introduction/Warm Up:
Timing
Content
5 min
Diagnostic Activity: Graffiti Board - Brainstorm basketball terminology

- Teacher tapes/draws 3 images on the blackboard/whiteboard of a basketball,
basketball net, and basketball court diagram
- Each student is given a piece of chalk or marker
- Teacher asks students to brainstorm any words that come to mind when they see
these images
Ask Students to sit in table groups of
8b Instruction:
Timing
Content
1 min
1. Bring Attention to Self-Assessment Kit (Each kit comprises Appendix B-G)

Bring Attention to Basketball Learning Packet (Each packet comprised of Appendix H)
- One Self-Assessment Kit and One Basketball Learning Packet per student
- Placed on table groups before lesson
- Ask students to have them handy, but not to worry about them until teacher bring
their attention to its contents during the lesson (this will keep them from being
distracted or overwhelmed)
30 min
5 min
Process (instructional/assessment
strategies, individual and group work)
Students: collaborate to write down key
words relating to basketball
Teacher: provides encouragement while
gaging classes familiarity with key
terminology with little guidance
Process- Instructional/assessment
strategies, individual and group work
Students: Receive one Self-Assessment
Kit and one Learning Packet each
Teacher: Bring attention to projected
Prezi.
2. Prezi Unit Overview

- http://prezi.com/hnu0-anjnfjw/?utm_campaign=share&utm_medium=copy
- Discusses key terminology relating to basketball skills: passing/dribbling/shooting
- Videos included for certain skills, strategy analysis, and Ubersense Demo
- Prezi includes questions to discuss as a class about transferrable skills learned that
will benefit their development in basketball and other sports
- Ex. What other sports will have skills that are similar to those used in basketball?
- Discusses Handout + Assessment Criteria + Ubersense Demo
Students: Listen, think-pair-share, and

contribute to class discussion when
prompted during Prezi
3. Students with Smart Phones and data download Ubersense App

- Ask students to begin downloading app to prepare for an activity at the end of this
lesson. The app should be downloaded and ready to use by this time.
- Explain that this app will be used as an interactive aid to make peer and selfassessment of skill development more engaging throughout the unit
Students: Those with Smart Phones

should commence searching for and
downloading Ubersense app.
Teacher: Lectures, asks questions, and

strives to include all students through
think-pair-share activities.
Teacher: try to have additional iPads

6
8c Application: This section explains how the students will apply the new learning.
Timing
Content (diagrams, facts, information) what you will say, questions you will ask) Include
resources that you will use
20 min
4. Group Activity: Question Sheet & Cross-Word (Appendix H)

- In arranged groups assign each group to specific questions in the question handout
AND crossword activity
- Students read sections of the Basketball Learning Packet to help them answer
their assigned questions
Activity
Group 1
Group 2
Group 3
Group 4
Group 5
Question
Handout
Crossword
Qs: 1 & 2
Qs: 3 & 4
Across:
#s 2,5,6,9
Across:
#s 10, 11,
13, 14
Qs: 5 & 6
Qs: 7 & 8
Qs: 9 & 10
Across:
Down:
Down:
#s 16, 19,20
#s 3,4,7,8 #s
Down:
12,15,17,18
#1
If this activity does not take as long as 20 minutes, that is OK because it will give
students more time to practice using the Ubersense app later on
Teacher asks one student from each group to write their groups answers on the
board when they are finished.
strategies, individual and group work.
Students: work in their table groups to
skim through their Basketball Learning
Packet to answer their assigned
questions. Students can decide how they
would like to divide this task and confirm
answers before sharing with the class.
Teacher: Circulates to see if students
have any questions.
Students: One member from each group
writes their answers on the board for
others to copy down.
10 min
5. Group Activity Feedback: Take up answers as a class

- Teacher confirms answers once all answers are on the board
- See last page of Appendix H for Teacher Answers
Teacher: confirms answers
10 min
6. Students practice using Ubersense App in small groups

- Ask students to work with 1 or 2 other people in their groups to practice using the
Ubersense app
- Group Numbers should be no more than four students so that each student has a
chance to play with the app
- One person in each group should have access to the app either on their Smart
Phone or iPad
Instruction: each group can decide on one movement skill they would like to analyse
- Any movement skill can be analysed for the purposes of learning to use the app
- I.e. A dance move, a sport-specific skill or transferrable skill. Anything at all.
Students: experiment with Ubersense

app. Main goals are to slow down
personal video (slow motion) and use
angle tool.
Teacher: circulates and helps student
with app when needed.
One or more members of the pair/group may be recorded but everyone should
have a chance to see how the video can be analysed by playing the video in slow
motion and using the angle feature to analyse joint angles.
If there is time, guide students on how to compare their videos to professionally
skilled athletes videos of the same movement skill.
8d Assessment: What assessment strategies do you need to have to ensure you are accountable for the students learning and addressing the
expectations? What formative and summative assessments should you include? How will you know that they have met the learning goals?
Timing
During
Instructi
on
Content (Attach student activities, sample questions, observations, homework, rubrics,

evaluation schemes as applicable). Include references and specific resources
1. Hook: Diagnostic Brainstorm Vocabulary Activity
Process- as/of/for learning
2. Questions during Prezi
Assessment as learning
3. Group Activity: Question Sheet & Cross-Word
Assessment as learning teacher noting

cooperation during group work
Assessment for learning
4. Practice with Ubersense app
Assessment for learning teacher noting

strengths and weaknesses with
technology use
8e Consolidation: Wrap up the lesson, allows for feedback, reviews key concepts and summarizes learning.
Timing
Content (what you will say, questions you will ask)
2 min
Teacher addresses students: Today you have been able to:

1. Identify some basic rules and skills of basketball to help you prepare for our
basketball unit
2. Name at least three transferrable skills you have learned that will help you be
successful in this unit
3. Have become familiar with a new digital tool that will help you analyse your
movement skill development so that you may make notes of your progress over the
next two weeks.
Process Instructional strategies,

individual and group work. What will the
student do?
Students: listen to consolidation and ask
questions if needed.
Please remember to bring your Self-Assessment Kits tomorrow so that your peers can use
the Success Criteria Checklist to help you reflect and develop personal goals for
improvement as we practice a new skill each day.
8
Unit: Basketball
Lesson 2

Grade Level: 11
Topic: Basketball: Passing & Receiving

Time of Class: 9:00-10:15am
Location: Gym A & B

1. Physical Activity/Movement Skills: apply movement principles to refine their movement skills
2. Physical Activity/Sports and Recreation: use ethical strategies and tactics to enhance their performance in
specific situations and conditions
3. Active Living/Safety: apply appropriate guidelines and procedures for safe participation in physical activity
2. Learning Goals
1. Students will demonstrate how to effectively and safely execute a chest, bounce, and overhead pass as well
as articulate which pass to use appropriately in different game situations
2. Students will demonstrate team strategies such as using hand targets successful passing and receiving
3. Students will demonstrate an understanding of special awareness and the use of v-cuts to aid in moving to
open spaces

1. Students will be able to communicate and perform the preparation, execution, and follow-through phases of
a chest, bounce, and overhead pass as well as differentiate when to use these passes appropriately
2. Students will be able to communicate and perform the preparation, execution, and follow-through phases of
catching/receiving a basketball
3. Students will be able to receive a pass in game situations by moving to open spaces on the court and explain
the importance of team communication and spatial awareness
-
Students will be in the large gymnasium and using the full space while actively participating in warm up
activities, drills to improve physical literacy and skill development, and game application relating to the sport
of basketball
Basketballs will be available and set up outside the equipment room so that each students has a ball to
participate and practice with
Pre-assessment:
Academic Needs:

Behavioural/Soci
al/Emotional
Needs:
Physical Needs:
Diversity Needs:
Ex. For a student unable to use one arm, provide activities that involve more leg and
body movement rather than manipulation of objects with the both arms/hands (she is
able to catch and throw with her left arm)
6. Lesson Overview
1.
2.
3.
4.
5.
6.
Diagnostic Assessment Warm-up: Fitness Blast (10 minutes)

Drill #1: Partners Chest and Bounce Pass (15 minutes)
Drill #2: The Cone Game (10 minutes)
Simulated Game: Bank It (15 minutes)
Cool Down: Stretch (5 minutes)
Consolidation: Class Activities Reflection I can pass, receive, and think strategically (2 minutes)
7. Resources
1. The Cone Game and Teaching Cues for the Chest pass and Bounce Pass are sourced from
http://web.uvic.ca/~thopper/tactic/index.htm
2. Bank It game sourced from http://www.playsport.net/activity/bank-it
3. 2 Hockey Nets
4. Four sets of 6 pinnies (4 different colours)
5. 1 Hoola hoop, basketballs for half the students, 32 small pylons
6. Cell phones and iPads for use of Ubersense app (see lesson 1)
7. Warm up Fitness Blast sourced from OPHEA. (2002). Health and Physical Education Grade 9-10. Module #8:
Basketball. Pg. 7.
8. Pencils/Pens
9. Students Assessment Kits (Appendix B-G)
10

Timing
Content
10 min
Diagnostic Assessment Warm-up: Fitness Blast

-
Students partake in a basketball-skills circuit

Teacher sets stations up before class starts
Teacher models each station after attendance and randomly assigns 3 students at each
station
Students rotate stations every minute
See circuit diagram in Appendix J (Sourced from OPHEA. (2002). Health and Physical
Education Grade 9-10. Module #8: Basketball Fitness Blast. Pg. 7)
Students warm up in groups of three,
moving from station to station as they
show how well their shooting, dribbling,
jumping, and agility skills are.
8b Instruction:
Timing
Content
15 min
Drill #1: Partners Chest and Bounce Pass

Teacher: Put students into partners, 1 partners gets a basketball
- Students stand in 2 lines facing each other
- Teacher instructs the phases of movement for the chest pass while bringing
attention to the students Self-Assessment Kit received during lesson 1. This kit
contains a success criteria checklist with the phases of movement (preparation,
execution, and follow-through) for passing and receiving a basketball.
NOTE: Students should use their digital devices to record their passing and receiving
movements after about 5 minutes of practice using Ubersence. Students will change to
groups of 3 after having time to assess their movement using Ubersense and will take turns
filling out each others Success Criteria Checklists as a means for peer assessment.
Safe Receiving
Stand in the athletic (ready) position with legs hip width apart and knees bend,
with your non-dominant foot slightly forward for balance
Catch the ball with arms almost fully extended and cradle the ball toward your
body as your hands begin to make contact with the ball
Students mock the teacher once, then
repeat each pass 10 times each (20
passes back and forth). Teacher assesses,
provides feedback, and then allows them
to self-correct over 5 more practice
passes.
Students first use Ubersense to record
and analyse their phases of movements
while referring to their Success Criteria
Checklists after the teachers demo of
proper passing and receiving form.
Students will change from pairs to
groups of three to fill out each others
Success Criteria Checklists in their
assessment kits. Two students pass to
one-another while one records. Then
switch. Etc.
11
This will lessen the harshness of the impact of the ball against your hands and
will protect the ball from defensive players since you are keeping the ball close
to your body
Lessening the forceful impact of the ball by cradling it will also decrease your
chances of stubbing or injuring your finger from the force of the moving ball.
Teacher: Instructs the modified phase to turn a chest pass into a bounce pass:
In the Execution Phase, push the ball towards the floor at about a 45 degree
angle so that it bounces before reaching target area
The ball should be bounced at about of the distance between you and your
partner to allow a bounce height low enough to aim toward your partners
chest, rather than as high as their head.
Teacher uses the hoola-hoop to help

students aim for a spot when passing so
that the bounce from the floor is angled
so that the receiver catches the ball at
chest level. The teacher may use this
strategy with students who are
struggling or are bouncing the ball too
high toward the receivers head.
Question: Why would it be a disadvantage in a game situation to have the ball bounce too
high before reaching its intended target player?
Answer: It would be easy for another player from the defensive team to steal the ball)
Question: What are the differences in speed between the chest pass and the bounce pass?
Answer: The chest pass is faster than the bounce pass
Question: When might it be a good idea to use a bounce pass instead of a chest pass and
why?
Answer: If there is a defending player close by, it would be easier to intercept a ball that is
flying straight through the air than one that is deflecting/bouncing off of the ground. So if
Students volunteer answering the

questions. Teacher will encourage
answers by rephrasing if necessary.
Teacher will summarize the answers for
all students understanding. The idea is
to prepare their strategic thinking for
game situations later in this lesson.
12
there is a player guarding you very closely, it would be easier to pivot around to try to square
your body up toward your other teammates.
5 min
Drill #2: The Cone Game (http://web.uvic.ca/~thopper/tactic/index.htm)

Skill development: Movement from area to area, stopping, passing and receiving
Teaching Points:
The gym should be divided into squares using cones/markers:
each square has one bean bag in it for students struggling with passing a basketball
basketball for higher skilled students
students are put into groups of 3 to go to an open square
each person starts at 3 of the 4 cones
pass the bean bag(ball), then run to the open cone
call for the pass, use v-cuts (teacher demonstrates the v-cut)
alternating students should run to the open markers, calling for the pass
Students work in groups and engage in a

communication activity that requires
them to develop the invasion game
tactic of moving to open spaces to
successfully receive a pass against the
defensive team.
Teacher asks questions during the
activity to keep students focused on skill
development.
Teacher assesses cooperation,
participation, and ability to
communicate.
continuous!
Questions may include:

Q: Why should your teammate be facing you before you pass to them? S
A: So that you know they are anticipating your pass and can safely receive the ball.
Unsuccessful passes are usually do to lack of communication or Im ready cues.)
Q: Why is it important for the person running to open space to call out for the pass during a
game situation?
A: Communication helps your teammates to know you are ready for the pass. It may also
bring their attention to you if they had not noticed you moving to an open position.
Communication is the key to success during team efforts!
13
Timing
Content
15 min
Simulated Game: Bank It

Activity Instructions
Participants in two teams of 6 each attempt to score on their opponents net while also
working together to defend their own net. Participants can take up to three steps when
in possession of the ball.
The ball must be passed at least five times before attempting to score.
To score 1 point, participants throw the ball so that it hits or banks off the
wall/bleacher boards and goes into the net.
Groups keep track of how many points they score.
The teacher asks open-ended questions to help students refine their movement
strategies and tactical solutions during the activity. Examples include: What skills are
you using to maintain possession of the ball? What strategy are you using to defend
your area? From http://www.playsport.net/activity/bank-it
Students participate in final game to
practice their passing and receiving skills
developed further in todays lesson. The
scoring aspect in this game is a
diagnostic strategy for the teacher to
gage the students ability to aim and
score while shooting at targets. This will
be the focus of next class. Four different
teams, four different coloured pinnies
given out randomly.
The figure to the right has been sourced from

http://www.playsport.net/activity/bank-it with permission as it is a
teaching resource for Teaching Games for Understanding (TGfU)
The following is sourced from: OPHEA (2014). Bank It. Pause for Learning. Viewed on 28 Nov
2014 from http://www.playsport.net/activity/bank-it
14
Timing

Warm up: Fitness Blast diagnostic assessment for varying basketball skill abilities
During
Students are being assessed during each drill and game activity above. The teacher
lesson
circulates and assesses their developing passing and receiving skills, and their ability to
cooperate and listen throughout the lesson.
Self/Peer assessment using Success Criteria Checklists and Daily Self-Reflection sheet
Teacher Evaluation: Daily Application/Participation
Assessment of learning
Timing
5 min
Cool Down: Stretch

Same as opening stretch (in a class circle)
Circle is in front of the posted learning goals and success criteria
5 min

student do?
Students stretch as a group and then
individually fill out their daily reflection
as a method of assessment as learning.
Class Activities Reflection I can pass, receive, and think strategically

- Students have 5 minutes to fill out their daily reflection regarding passing and receiving
15
Unit: Basketball
Lesson 3

Grade Level: 11
Topic: Basketball: Dribbling/Carrying & Strategies

Location: Gym A & B

1. Physical Activity/Movement Skills: demonstrate the development of movement skills in a variety of physical
activities
3. Active Living/Active Participation: demonstrate positive, responsible personal and social behaviours in
physical activity settings
2. Learning Goals
1. Students will demonstrate how to effectively carry/dribble a basketball
2. Students will communicate strategic methods of dribbling in game situations
3. Students will demonstrate how to pivot

1. Students will be able to perform the preparation and execution of dribbling, continuously
2. Students will communicate keeping your head up while dribbling in order to be aware of surroundings
3. Students will be able to pivot before passing to a teammate during game application
-
of basketball
Pre-assessment:
Academic Needs:

16
Behavioural/Soci
al/Emotional
Needs:
Physical Needs:
Diversity Needs:
Ex. For a student unable to use one arm, provide activities that involve more leg and body
movement rather than manipulation of objects with the both arms/hands (she is able to
catch and throw with her left arm)
6. Lesson Overview
1.
2.
3.
4.
5.
6.
7.
8.
Warm up: Vocabulary Relay & Stretch (10 minutes)

Passing relay (review + integrate dribbling) (10 minutes)
Dribbling: Success Criteria Overview (5 minutes)
Dribble Drill #1: Simon Says (5 minutes)
Dribble Analysis Peer Assessment & Success Criteria Checklists (5 minutes)
Dribble Tag (5 minutes)
Application: Modified Game - Bank It (15 min)
Consolidation/Circle Stretch and Daily Reflection Sheets (5 min)
7. Resources
1.
2.
3.
4.
5.
6.
7.
8.
3 Markers, 3 pieces of chart paper, 1 Basketball Picture, 1 Net Picture, 1 Basketball Court Picture
2 hockey nets
Basketballs for every students
Self-Assessment Kits (Appendix B-G)
Pencils/Pens
24 pylons for passing relay
Four sets of 6 pinnies (4 different colours)
Dribble tag from OPHEA. (2002). Health and Physical Education Grade 9-10. Module #8: Basketball. Pg. 13.
17

Timing
Content
10 min
Warm Up: Vocabulary Relay & Stretch

Teacher (Vocabulary Relay Instructions):
- Put students into two groups of 4 and one group of 5 and have them sit in lines on
the left side of the gym facing the right side.
- Give instructions: Each team will perform a relay, with the first person in each line
running down to their corresponding chart paper at the other side of the gym and
back again to tag the next person.
- Each chart paper will have a picture on it, and students are to run down with a
marker and brainstorm/write any word down that they can think of that relates to
basketball or the image in front of them no wrong answers.
- Students will continue this as fast as possible for 5 minutes. The team with the most
words gets to choose an exercise for the rest of the class to do of 15 repetitions.
- Ready, set, (WHISTLE)
Students work in their groups to execute

the relay and brainstorm as many
basketball related words as possible
onto the chart paper. Cooperation and
participation are assessed by the
teacher.
Teacher leads Circle Stretch after warm up

- Class stands in a circle in the middle of the gym
- Teacher goes through 10 stretching poses
- Biceps & Triceps Stretches
- Side stretches; Hamstring and other leg stretches; Back stretches
Students individually stretch by

following the teachers lead.
Cooperation, participation, and safety
are assessed by the teacher. Safety is
assessed because stretching is a method
of injury prevention.
18
8b Instruction:
Timing
Content
10 min
Passing relay (review + integrate dribbling)

-
5 min
Four lines of 6 cones are lined up lengthwise in the gym

There are therefore four teams of 6 players, with one student standing beside each
cone (1 line = 1 team)
Each team gets a coloured pinnie (these will also be the teams for application game)
Each team passes a ball down their line to each other, but must pivot correctly to face
their next team mate before they pass. When the person at the end of the line has
received the pass, they will dribble to the start of the line and the rest of the team will
shift up one spot.
You may focus on chest passes, or alternate after the team shifts in the line to bounce
passes, overhead passes, back to chest passes, etc.
This relay continues until the first team member ends up at the start of the line again.
The team then sits down. The first team to sit down wins the relay.
Note: Before starting the relay, review the success criteria for the phases of movement
of the chest pass and alterations for the bounce pass.
Teacher explains the rules and

encourages students to apply force by
stepping into and following through with
their passes. Ask students to think about
the role of accurate passing to hand
targets and the improvements theyve
made since last class.
Dribbling: Success Criteria Overview

-
5 min
Students work in teams to develop not
only the phases of movement of the
chest pass, but emphasize the force
generation of the execution phase to
speed up their passes under time
pressure. These swift passes should help
to review the need for quick and
accurate passing as with game
situations.
Teacher explains and models the success criteria for effective dribbling in basketball
Students refer to Appendix C in their Self-Assessment Kits during instruction
Teacher infers the importance of changing dribbling style to cater to game
situations (i.e. speed dribbling vs. control dribbling if students are on a fast break or
simply carrying the ball forward to set up for a play) as well as benefits to keeping
your head up while dribbling to be aware of your surroundings and defenders
Dribble Drill #1: Simon Says

-
Teacher or experienced student leads as the class stands in a group in front of them
Each student, including Simon has their own basketball
Students practice their dribbling skills

while playing Simon says. Students are
practicing individual dribbling skills, but
as a while group.
19
5 min
Dribble Analysis Peer Assessment & Success Criteria Checklists

-
5 min
The teacher or student gives Simon says commands in terms of how or where to
dribble to in the gym. For example: Simon says dribble low/dribble to the
baseline/dribble quickly to the mid-court line, etc.
Tip: Using the court lines helps to review court familiarity.
Teacher asks students to think about how their control over the ball differs if they
use their finger-tips rather than their palms, and how slowly they have to dribble
without looking at the ball at first as they develop the skill of control
Students work in pairs to assess each others dribbling skills using the Success
Criteria Checklist (Appendix C of their Kit)
One partner should line of on the sideline with a ball, while the other partner goes
over the checklist with them and then follows them widthwise back and forth on
the court about 4-6 times, assessing their dribbling pattern.
Assessing partner provides feedback, and then switch.
Dribble Tag (OPHEA. (2002). Health and Physical Education Grade 9-10. Module #8:
Basketball. Pg. 13)
- Each person has a ball. Identify three people who are It. The It people must
have control of the ball to make a tag. If the person being chased loses control of
the ball they become It.
- Variation: when tagged raise the ball over your head and someone has to dribble
around you twice to free you. Change It people ever minute or two.
- Variation: when you tag someone, they also become It until everyone is tagged.
Timing
15 min
Modified Game - Bank It

-
See previous lesson for description of the game Bank It (Lesson 2)

Two half court games students must dribble to half court before passing must
dribble & pivot before any pass
Teacher asks open-ended questions during the game about team communication to
ensure safe passing. Same teams as during the passing relay.
Teacher explains that it is ok to take risks

and make mistakes for the sake of
practicing and getting better.
Students work in pairs to engage in peer

assessment using Appendix C checklist.
Students practice dribbling and control

with the need to keep their head up to
anticipate defenders (those who are It)
Teacher can join in or playfully try to
swipe the ball away from more advanced
players who may need more of a
challenge.
Students play and practice dribbling,
passing, and communication skills
Teacher referees roughly referees both
games and keeps score on the board in
the gym (or chart paper).
20
Timing

In
lesson
Timing
5 min
Cool Down: Stretch

Circle around the center of the gym
Teacher discusses the learning goals including strategic dribbling patterns and court
awareness
5 min

student do?
Students stretch as a group and then
individually fill out their daily reflection
as a method of assessment as learning.
Students have 5 minutes to fill out their daily reflection regarding passing and receiving
21
Unit: Basketball
Lesson 4

Grade Level: 11
Topic: Basketball: Lay-Up & Strategies

Location: Gym A & B

activities
2. Learning Goals
-
Students will practice how to do a lay-up in proper form

Students will use a lay-up appropriately in game situations
Students can communicate when to use a lay-up in game situations

-
Students will be able to perform the preparation, execution, and follow-through phases of a lay-up
Students can communicate the importance of a lay-up as a high-percentage shot
-
of basketball
Pre-assessment:
Academic Needs:

22
Behavioural/Soci
al/Emotional
Needs:
Physical Needs:
Diversity Needs:
6. Lesson Overview
-
Dynamic warmup (5 min)

Review passing and dribbling (5 min)
Lay-up instruction and strategic use (5 min)
Partnered layup practice with Ubersense (15 min)
Lay-up competition (10 min)
Modified 5-on-5 layup only (15 min)
Circle Stretch (5 min)
Daily Reflection Sheets (5 min)
7. Resources
-
OPHEA. (2002). Health and Physical Education Grade 9-10. Module #8: Basketball. Pg. 13, 17-18.
Basketballs
Pencils/Pens
Students Assessment Kits (Appendix B-G)
23

Timing
Content
5 min
Dynamic warmup
- Jog 1 width, sprint 1 width ; High knees 1 width, skipping 1 width
- Butt kicks 1 width, back pedal 1 width; Tip toes walk 1 width, back pedal 1 width
- 10 jumping jacks, 10 squat jumps
Students engage in dynamic warm up
while teacher either calls out warm up
exercises or briefly models them if
necessary.
8b Instruction:
Timing
5 min
Content
Review passing and dribbling

-
Six lines with 4 pylons each set up lengthwise down the gym
In groups of 3, students will line up at the baseline behind each designated line of cones
Student will speed dribble and weave around the cones, wall pass/receive 5 times each,
dribble weave back and then pass to the next student.
Each student should repeat twice, giving feedback to their peers as they wait their turn
Students practice in groups to review
passing and dribbling while giving each
other feedback based on previous days
success criteria checklists.
24
10 min
Lay-up instruction and strategic use

Teacher explains and models the phases of a lay-up while referring to the Success Criteria
Checklist (Self-Assessment Kit Appendix D)
- With 6 nets around the gym (if only 2 are available, split the class in half), students will
evenly be distributed to practice running and jumping up to try to touch the net of the
basket while focussing on the correct phases of movement of a lay-up (no ball required)
- Students will then practice a lay-up with a basketball
- Teacher will bring the group together to discuss the strategic uses of a lay-up in game
situations, including its value as a high-percentage shot and the combination of
effective dribbling patterns, court awareness, and appropriate footwork
Partnered layup practice with Ubersense

15 min
Students will work with a partner to practice their lay-ups and assess each others
phases of movement using the Success Criteria Checklist (Appendix D)
Students will use the Ubersense app to break down the phases of movement for indepth analysis of each-others lay-ups to make goals for improvement
Students listen individually and refer to

Success Criteria Checklists
Teacher circulates to assess students
lay-up
Teacher uses open-ended questions to
assess students understanding of the
strategic use of lay-ups in game
situations (I.e. if team is down points,
lay-ups less risky shots to take due to
higher accuracy being closer to the net)
Students assess each others lay-ups

using the success criteria checklists and
use Ubersence for in-depth analysis.
Lay-up competition (10 min)

10 min
Students will be split into 2 teams: one team at each main basketball net
Half the team will be rebounders, half the team will perform lay-ups and will alternate
The team to make 30 successful lay-ups (ball goes in the net using the back-board) wins
the competition and gets to choose an exercise for the other team of 30 repetitions.
Timing
10 min
Modified 5-on-5 layup shots only

-
Students work in teams to make 30

successful lay-ups
Students get to pay a basketball game in
teams but can only score points via layups to practice this skill focus for the day
2 small court games (4 teams on); 1 team sits off and analyses the team work of
students playing on chart paper (What the teams did well/what they can improve on)
- 3 minute games, losing team switches courts and the team that is off subs in for another
team
- If the number of the students in the class permits, the team sitting off and analysing can
be avoided and players can play in teams of 6 if necessary
25
Timing

During
lesson
Timing
5 min
Circle Stretch
Daily Reflection Sheets

student do?
Students stretch as a group, debrief
cares/concerns/compliments and write
1-2 sentences in their daily reflection
sheets
26
Unit: Basketball
Lesson 5

Grade Level: 11
Topic: Basketball: One-Handed Set Shot & Strategies

Location: Gym A & B

activities
physical activity setting
2. Learning Goals
Students will be able to perform a one-handed set shit
Students will communicate what strategies to use when deciding to use a one-handed set shot in a game
Students will communicate goals for personal skill development using Ubersense as a tool

1. Students will identify and perform the preparation, execution and follow through of a one-handed set shot
2. Students will communicate the role of teamwork and communication to be able to effectively set up for a
one-handed set shot in game situations
3. Students will use Ubersense video analysis tool to develop goals for developing their one-handed set shot
-
of basketball
Pre-assessment:
Academic Needs:

27
Behavioural/Soci
al/Emotional
Needs:
Physical Needs:
Diversity Needs:
6. Lesson Overview
-
Review lay-up (Passing & Shooting Relay)

One-handed set shot instruction
Around the world
Modified 5-on-5 One-handed set shot only
Circle Stretch (5 min)
Daily Reflection Sheets (5 min)
7. Resources
-
Pencils/Pens
Basketballs
24 pylons
28

Timing
Content
5 min
Dynamic warmup
- Butt kicks 1 width, back peddle 1 width; Tip toes walk 1 width, back peddle 1 width
- 10 jumping jacks, 10 squat jumps
8b Instruction:
Timing
Content
10 min
Review lay-up (Passing & Shooting Relay)

-
5 min
Four lines of 6 cones are lined up lengthwise in the gym

There are therefore four teams of 6 players, with one student standing beside each
cone (1 line = 1 team)
Each team gets a coloured pinnie (these will also be the teams for application game)
Each team passes a ball down their line to each other, but must pivot correctly to face
their next team mate before they pass. When the person at the end of the line has
received the pass, they will dribble toward the net to complete a lay-up and then
dribble to the start of the line and the rest of the team will shift up one spot.
This relay continues until the first team member ends up at the start of the line again.
The team then sits down. The first team to sit down wins the relay.
Note: Before starting the relay, review the success criteria for the phases of movement
of the lay-up.
One-handed set shot instruction and strategic use

Teacher explains and models the phases of one-handed set shot while referring to the
Success Criteria Checklist (Self-Assessment Kit Appendix E)
- Students will stand in two lines facing each other (each student should have a partner)
- One partner will have a ball, and will practice the phases of movement by mocking a
shot into the air while emphasizing the follow-through (waving goodbye to the ball)
- The ball should be aimed to land on a spot in between the two partners. (x5 times each)
- Teacher will bring the group together to discuss the strategic uses of a one-handed set
shot in game situations
necessary.
Students work in teams to compete in
the relay. Students should communicate
to each other about how incorporate
force, speed, and accuracy to move
quickly through the relay.
Teacher reminds students of proper
form and awareness of their teammates
on the court.
Teacher instructs and provides feedback

Students practice drill
29
10 min
Partnered one-handed set shot practice with Ubersense

-
10 min
Students will work with a partner to practice their one-handed set shots and assess
each others phases of movement using the Success Criteria Checklist (Appendix D)
Students will use the Ubersense app to break down the phases of movement for indepth analysis of each-others lay-ups to make goals for improvement
Around the world

- Students will work in groups of 3-4 and will play Around the world to see how
-
many one-handed set shots they can get in in total

Each group will be considered a team. The team to get the most points in overall
wins the competition.
Students should choose 5 markers around the key they will like to shoot from
Accommodations can be made but letting students stand closer in the key if they
have difficulties shooting from the top of the key
Timing
10 min
Modified 5-on-5 One-handed set shot only

-
Peers work in partners to assess each

others form and make goals for
improvement.
Students work in teams to complete as

many successful one-handed set shots
from different points around the key.
The point around the key will emphasize
less or more force depending on
distance and will help students become
aware of their strengths and weaknesses
in terms of where they are able to shoot
from. This should be considered while
strategizing during game situations
- 3 minute games, losing team switches courts and the team that is off subs in for another
team
- If the number of the students in the class permits, the team sitting off and analysing can
be avoided and players can play in teams of 6 if necessary
Timing
During
lesson

30
Timing
10 min
Circle Stretch

student do?
sheets
31
Unit: Basketball
Lesson 6

Grade Level: 11
Topic: Basketball: Offensive Strategies

Location: Gym A & B

activities
2. Learning Goals
-
Students will discuss the role of team communication and strategy initiation in varying game situations
Students will learn how to Give and Go
Students will learn how to Pick and Roll

-
Students can use the phrases Give and Go and Pick and Roll to communicate strategies during game
applications
-
of basketball
Pre-assessment:
Academic Needs:

32
Behavioural/Soci
al/Emotional
Needs:
Physical Needs:
Diversity Needs:
6. Lesson Overview
Fitness Circuit Reflection (10 min)
Offensive strategies: Give & Go/Pick & Roll (20 min)
5-on-5 games (15 min)
Circle Stretch/Cool Down (5 min)
Daily Reflection Sheet (5 min)
7. Resources
-
Pencils/Pens
Basketballs
Appendix J (Fitness Blast circuit) - OPHEA
33

Timing
Content
15 min
Fitness Blast Warm-Up: Review Progress

-
Students partake in a basketball-skills circuit

Teacher sets stations up before class starts
Teacher models each station after attendance and randomly assigns 3 students at each
station
Students rotate stations every minute
See circuit diagram in Appendix J (Sourced from OPHEA. (2002). Health and Physical
Education Grade 9-10. Module #8: Basketball Fitness Blast. Pg. 7)
Students reflect on progress from last week compared to this week
Students warm up in groups of three,
moving from station to station as they
show how well their shooting, dribbling,
jumping, and agility skills are.
Teacher engages in open
discussion/reflection about how they
feel doing the circuit this week
compared to last week.
8b Instruction:
Timing
Content
5 min
Offensive Strategies: Potential Opportunities

-
10 min
Teacher introduces offensive strategies and asks students to contribute what tactics or
plays they are familiar with that teams could plan to use in order to score a basket
Strategies discussed will combines passing, shooting, team work
Introduce concepts of Give & Go and Pick & Roll as two examples
Describe the basic v-cut to emphasize creating an open space to receive a pass
Give & Go shooting drill

- Teacher describes this game tactic as one that incorporates team
communication, fast and effective passing, and moving to open

space. Other requirements include court awareness and shooting
goal.
Have all students get a ball and line up around the 3-point line for a
demonstration (diagram on right)
Practice: Half the class on one net, the other on other net
a. 1 passes to 2
b. 1 runs into the key
c. 2 passes back to 1
Students listen and contribute any
knowledge of basketball offensive game
tactics.
Students practice and become familiar

with the Give & Go offensive strategy
Teacher circulates to correct form or
provide other feedback
34
10 min
d. 1 shoots and rebounds the ball

e. 1 becomes the passer (2s position)
f. 2 takes the ball and joins end of the line
g. Next
After 5 minutes of practice, a competition will begin between the two sides to see how
many baskets can be made in 5 minutes. Teams should count out loud and encourage
one-another.
Pick & Roll shooting drill

- Teacher describes this game tactic as one that incorporates team
communication, fast and effective passing, and moving to open

space. Other requirements include court awareness and shooting
goal.
Have all students get a ball and line up around the 3-point line for a
demonstration (diagram on right)
Practice: Half the class on one net, the other on other net
a. 2 sets a pick/screen for 1
b. 1 runs off and around the screen and dribbles to shoot
c. After the pick has been set successfully, 2 rolls around toward the basket to get
ready for the rebound
d. 1 becomes pick setter (2s position)
e. B takes the ball and joins the back of the line
After 5 minutes of practice, a competition will begin between the two sides to see how
many baskets can be made in 5 minutes. Teams should count out loud and encourage
one-another.
Timing
15 min
5-on-5 games
-
3 minute games, losing team switches courts and the team that is off subs in for another
team
Students practice and become familiar

with the Pick & Roll offensive strategy
Teacher circulates to correct form or
provide other feedback
35
8. Assessment: What assessment strategies do you need to have to ensure you are accountable for the students learning and addressing the
Timing
During
lesson

Timing
10 min
Circle Stretch

student do?
sheets.
36
Unit: Basketball
Lesson 7

Grade Level: 11
Topic: Basketball: Defensive Strategies

Location: Gym A & B

activities
2. Learning Goals
1. Students will develop defensive techniques and skills required for man-to-man defense
2. Students will develop defensive techniques and skills required for zone defense
3. Students will develop team communication skills to assess team profiles (teams strengths & weaknesses)

1. Students will communicate the pros and cons of man-to-man defense
2. Students will communicate the pros and cons of zone defense
3. Students will demonstrate and communicate their ability to decide which defensive strategies are
appropriate for different teams or game situations
-
of basketball
Pre-assessment:
Academic Needs:

37
Behavioural/Soci
al/Emotional
Needs:
Physical Needs:
Diversity Needs:
6. Lesson Overview
-
Mirror warm up (5 min)

Overview of Defensive strategies (5 min)
Defensive Game: High-Five Tag (5-6 min)
Zone Game: Defend Your Territory! (10 min)
Rebound & Fast Breaks (5 min)
5-on-5 games (20 min)
Circle stretch/cool-down (5 min)
Daily reflection sheets (5 min)
7. Resources
-
Pencils/Pens
16 pylons
Basketballs
38

Timing
Content
5 min
Mirror Warm-Up
-
Students work in pairs and face each other between two designated pylons on either
side of a line
- One student leads (offense) and has to shuffle back and forth along the line to try to
out-move the opposite person (defense)
- The defensive players goal is to mirror or keep up with the opposite persons
movements
- Switch every minute (30 second break in between)
- Students can quickly switch partners if desired
8b Instruction:
Timing
Content
5 min
Overview of Defensive strategies

-
5-6 min
Teacher introduces defensive strategies and asks students to contribute what tactics
they are familiar with that teams could plan to use in order to defend their basket
Strategies discussed will combines passing, shooting, team work
Introduce concepts of Man-to-Man vs. Zone and the role of Rebounds and fast
breaks
Reiterate that the warm-up today is representative of what man-to-man defense feels
like. Discuss the difficulties that this type of defense presents, and introduce Zone as
an alternative if speed is a weakness of ones team.
Students warm up and experience what
it feels like to play man-to-man defense.
This helps students to understand that
agility and speed are key skills to this
defensive style.
Students share their pre-conceived
understanding of the differences
between both types of defense
strategies and share what reasons one
strategy may be used over the other.
Teacher asks open-ended questions to
aid in explaining strategies.
Defensive Game: High-Five Tag (try stop to the high fives)

-
Give 3 students pinnies of the same colour (these students will be It)
The rest of the students will pair up (1 student in each pair has a pinnie colour different
from the It person.
The students in pairs wearing pinnies will try to high five the It students while the
students without pinnies try to guard them to prevent the high five
The premise is to get away from the defending players to successfully high five their
team mates, the same way they would try to get away from the defending players to
receive a pass
Roles will switch after 2-3 minutes so that all students get the chance to be a defender
Students play high five tag to experience

the difficulties of man-on-man defense
and explore the strategies used that
made their defense successful or
unsuccessful (agility/faking/peripheral
view)
39
10 min
Zone Game: Defend Your Territory!

-
Teacher explains the concept of zone defense (defending a particular area/zone on the
court vs. a particular player)
Explain the way the defensive zones can be distributed around the key and use 5
students to help model this
Teacher sets up pylons on the court to represent 12 different zones in the gym: 1
student will be assigned to each zone (12 students defending, 12 students on offense)
5 min
Teacher asks open-ended questions to

get students to communicate about
what strategies they can use to succeed
as both offensive and defensive players
(focus on team communication)
The offensive players have to try to get to the opposite wall without being tagged
The defensive players have to try to tag offensive players but cannot leave their zone
Switch after 5 min
Rebound & Fast Breaks

-
Students participate in this zone

defense simulated game situation to
understand the strengths and
weaknesses of this defensive strategy
Teacher discusses the benefit of fast breaks and how to recognize when the
situation is available to the team to take advantage of in game situations
Students are split into six groups of 4 people playing the role of defenders
Each group starts standing on the key, one student shoots a free-throw
The rest of the team aims to receive the rebound and then turns around to find
the furthest pass to their open team mate to make the shot on the opposite end
Students should understand that baseball passes should only be used when
teammate are wide open and ready for such a pass
Students experience a quick paced drill

that involves quick decision making
40
Timing
20 min
Students combine skills developed as

well as new offensive and defensive
strategies learned to incorporate into
3 minute games, losing team switches courts and the team that is off subs in for another real game situations.
team
Teams are asked to communicate to decide which strategies offensive and defensive
strategies they can use depending on the strengths and weaknesses in their teams
overall skill ability
This should involve self-and peer assessment to decide on strategies that will suit their
teams profile
The team waiting to sub in will analyze they teams playing to try to identify what
strategies are being used, if they are effective/ineffective and what they could do to
improve
5-on-5 games
-
Timing
During
Lesson

Daily Self-Reflection sheet
Timing
10 min
Circle Stretch

student do?
Students stretch as a group, defense
preferences and write 1-2 sentences in
their daily reflection sheets
41
Unit: Basketball
Lesson 8

Grade Level: 11
Topic: Basketball: Team Work & Communication

Location: Gym A & B

activities
2. Learning Goals
-
Students will combine the skills and tactics learned during the unit to apply to a tournament situation

-
Students will apply effective passing, receiving, and shooting techniques in game situations
Students will work together in teams to communicate appropriate offensive and defensive strategies
Students will be aware of and be able to anticipate opponent tactics
-
of basketball
Pre-assessment:
Academic Needs:

42
Behavioural/Soci
al/Emotional
Needs:
Physical Needs:
Diversity Needs:
6. Lesson Overview
-
Dynamic warm-up
Round Robin tournament
Stretch
Reflection sheet
Unit test reminder
7. Resources
-
Pencils/Pens/Erasers
Basketballs
ROUND ROBIN GENERATOR (http://www.printyourbrackets.com/round-robin-generator.php)
43

Timing
Content
5 min
Dynamic warmup
- Butt kicks 1 width, back pedal 1 width; Tip toes walk 1 width, back pedal 1 width
10 jumping jacks, 10 squat jumps
8b Instruction:
Timing
Content
45 min

-
Teacher pre-makes teams of 5 (4 teams get 4 different coloured pinnies, 1 team=shirts)

Teams should be made to the teachers discretion so that each team has a mix of lowperforming to high performing students
The teacher should post a list of the team & its members, and have the pinnies in piles
in front of the list so that the students can find their pinnie colours during attendance
The teacher should print out a Round-Robin tournament sheet in advance from
http://www.printyourbrackets.com/round-robin-generator.php to let students know
which teams will be playing each other in each round so that each team gets to play
each other at least once.
If there are 5 teams, each team should play a game of about 4 minutes, with 30 seconds
to transition into the next game.
The fifth team will sit off and alternate in (this will be considered a break for each team
to get a drink, etc.)
The team with the most wins, wins the tournament!
Timing
In
Lesson
necessary.
Students put their skills and
understanding to work during the
culminating tournament.
One team sitting off will referee and
keep score for the two teams on one
small court, while the teacher referees
and keeps score for the other small
court.
Same as above
44
Timing
In
lesson

Students are being assessed during each game refereed by the teacher. Each team will
be on the teachers court at least once during the tournament. The teacher will ask
open-ended questions to help students work on areas of weakness. This in-turn reviews
the principles learned throughout the unit
Daily Self-Reflection sheet
Timing
10 min
Circle Stretch
Reminder about the unit test tomorrow in the classroom
Review and make sure daily reflection sheets are complete and that the initial Basketball
information and worksheets are reviewed. The test will also incorporate knowledge and
understanding of the skills and tactics learned during the unit, and should be prepared to
explain their understanding in writing, the way they have been doing in their reflection
sheets.

student do?
Students stretch as a group.
Verbal reflection about how they felt
about team communication and
cooperation during the tournament and
whether they felt they had sufficient
court awareness and tactic anticipation
to help them successfully compete in the
tournament.
45
Unit: Basketball
Lesson 9

Grade Level: 11
Topic: Basketball: Unit Test

Location: Gym A & B

1. Active Living/Active Participation: demonstrate personal improvement in their performance of a variety of
physical activities
2. Active Living/Active Participation: describe strategies that will affect their choice of activities and
encourage lifelong participation and enjoyment
2. Learning Goals
-
Students will share their understanding and developments over the unit

-
Students will demonstrate their understanding of the basic rules and skills of basketball
Students will be able to communicate effective strategies in different game situations
Students will reflect on their progress since the beginning of the unit
-
Students will be in the classroom rather than the gymnasium to write their unit test
Students will sit at separate desks for the duration of the test. Students requiring special assistance or a
private work environment may write their test in Special Education Learning Centre where extra assistance
will be available if needed.
Pre-assessment:
Academic Needs:
Behavioural/Soci
al/Emotional
Needs:

Circulate to make sure students stay on track, use of names and proximity when
needed. Ask students questions to encourage their communication on paper
Review briefly prior to test to decrease anxiety
46
Physical Needs:
Diversity Needs:
Provide modified communication tools to physical disabilities or needs

6. Lesson Overview
-
Students take the unit test

Consolidating videos for discussion
7. Resources
-
Sport for Development: What role can sport play in sustained social
https://www.youtube.com/watch?v=IBvNerEHb_E
Unicef Sports Development Documentary https://www.youtube.com/watch?v=npAVndvypEI
Appendix I (Unit Test)
47

Timing
Content
10 min
Review: Students communicate out-loud the skills and tactics focussed on during the court
- Students are able to ask teacher any questions to confirm learning
Student question/answer period
8b Instruction:
Timing
Content
50 min
Basketball Unit Test

- Refer to Appendix I for unit test
- Students work individually on unit test
Timing
On test
Test includes a variety of terminology and court-diagram analysis to apply their learning of
game strategies and the purpose of different tactics that can be used in basketball
Individual assessment of learning
Individual assessment
Timing
On Test

Unit Test

Timing
Process
Videos for Class Discussion - Encouragement for Continued Healthy Active Living:
Students watch a culminating video

reiterating the role of sport in healthy
active living and social networking
systems
Students discuss how the videos relate
to their experience with healthy active
living
Sport for Development: What role can sport play in sustained social
https://www.youtube.com/watch?v=IBvNerEHb_E
Unicef Sports Development Documentary
https://www.youtube.com/watch?v=npAVndvypEI
48
APPENDIX A
Week End
Total App.
Mark / 20
Comments
7
S&T
S&T
S&T
S&T
S&T
Safety: 1 mark/day
Particiaption: 3 marks/day
Sprtmnshp/tmwrk: 1 mark/day
BASKETBALL UNIT Week 1

4
5
6
3
In-Class Info
S
PPL30
NOVEMBER 2014
NAME/ STUDENT #
Teacher Evaluation: Physical and Health Education Unit Application
49
Adapted from Shannon Burnie (2014). Physical and Health Education Unit Evaluation. John Polanyi Collegiate Institute, TDSB
Week End
Total App.
Mark / 25
Comments
14
S&T
S&T
S&T
S&T
S&T
10
S
Safety: 1 mark/day
Particiaption: 3 marks/day
Sprtmnshp/tmwrk: 1 mark/day
BASKETBALL UNIT Week 2

11
12
13
P
PPL30
NOVEMBER 2014
NAME/ STUDENT #
Teacher Evaluation: Physical and Health Education Unit Application
Adapted from Shannon Burnie (2014). Physical and Health Education Unit Evaluation. John Polanyi Collegiate Institute, TDSB
50
APPENDIX B
Sourced From OPHEA. (2002). Health and Physical Education Grade 9-10. Module #8: Basketball. Pg. 25
51
APPENDIX C
52
APPENDIX D
53
APPENDIX E
54
APPENDIX F
55
APPENDIX G
Daily Reflection Refer to Success Criteria Checklists to help guide your reflection
Date
Skill Focus
Nov 4
Passing &
Receiving
Nov 5
Dribbling
Nov 6
Lay-Up
Nov 7
One-Handed Set
Shot
Nov 10
Offense
Nov 11
Defense
Nov 12
Team
Communication
& Cooperation/
Court Awareness
and Anticipation
of Opponents
Tactics
What I did Well
Steps for Improvement
Developed by A. Sansone, 2015
56
APPENDIX H
Sourced from The Advantage Press Inc. (2007). Physical Education Learning Packets: #4 Basketball. Pages 38-47 & 129.
Note: See pdf. file attachment for better quality printable copies. Consider the following images for quick reference overview.
APPENDIX I
NAME:____________________________
DATE: ______________________________
PPL30F: Basketball Unit Test

/26 K/U
/14 T/I
/12 C
/52 TOTAL
PART A: Multiple choice (5 K/U marks)

1. Which of the following positions is not an offensive position?
a. Center
c. Forward
b. Middle-Man
d. Guard
2. Which type of shot is considered a high percentage shot, meaning there is a higher likelihood of getting
the ball into the basket?
a. One-handed set shot
c. Jump shot
b. Lay-up
d. 3-Point shot
3. Stopping your dribble and then dribbling again is referred to as:
a. An illegal throw-in
c. A double dribble
b. Traveling
d. A Pivot
4. Which type of player cannot stay in the three second lane for more than 3 seconds?
a. Defensive player
c. Offensive player
b. The tallest player
d. The player with the most fouls
5. What is the maximum number of fouls a player is allowed to have per game?
a. 3 fouls
c. 6 fouls
b. 5 fouls
d. 8 fouls
Part B: True or False (5 K/U marks)
___________ 1. The size of a basketball is the same for both male and female players.
___________ 2. One successful free throw is worth 2 points.
___________ 3. A player is in bounds if they are dribbling the ball and step on the sideline or baseline.
___________ 4. Unsportsmanlike conduct such as cursing/swearing at an opposing player is referred to as a
personal foul.
___________ 5. Defenders who are further away from the ball should have an open stance.
Developed by A. Sansone (2015)
Source: http://www.hamiltonschools.org/~davieshealthandpe/Davis%20BB%20handout.pdf
Part C: Matching (7 K/U marks) match the description (Letters A to E) to the correct term
Term
Letter
A. The game begins here with a jump ball.
Pivot
B. Gaining possession of the ball after an unsuccessful shooting attempt.
Rebound
C. Walking with the ball without dribbling.
Zone Defense
D. A player holding the ball steps in any direction with the same foot, the
other foot being kept at its point of contact with the floor.
One-Handed Set
Shot
E. Preventing the opposing team to score by the placement of defensive

players in a certain area around their own basket.
Give and Go
F. Ball is held from behind with one hand while the other is on the side of
the ball and is used as a guide.
Traveling
Center Circle
G. When you pass the ball to your teammate and then run toward the
basket while anticipating the pass will be returned to you immediately.
Part D: Label the Court Diagram (9 K/U marks)
OPTIONS:
Free Throw Circle

Center Circle
Three Point Line
Baseline
Basket
Midcourt Line (Half

Court)
Free Throw Line
Three Second Lane
Sideline

Source: http://www.hamiltonschools.org/~davieshealthandpe/Davis%20BB%20handout.pdf
PART E: Short Answer Court Analysis and Decision Making + Reflection (14 marks T/I), (10 marks C)
1. Referring to Figure A, determine which player you would

pass to in this situation and explain why you would in 2-3
full sentences? (2 marks T/I)
Figure A:
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
2. With regards to your answer above, which type(s) of pass or passes would be most effective in this
situation and why? Explain your answer in 4-5 sentences and describe what the result could be if you used
a more risky pass instead. (4 marks T/I) (Identify good pass + why, identify bad pass + possible result).
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3. A. What kind of defensive strategy is being used in Figure A? __________________________ (1 mark T/I)
B. What are two benefits to using this strategy? (2 marks T/I)
i.
_________________________________________________________________________________
ii.
_________________________________________________________________________________
C. Name another defensive strategy and describe 2 reasons your team would change to this strategy in a
game. (3 marks T/I)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
4. Draw a ball beside Player 1

A. Which player is in a good position to move to
an open space for a pass (write answer on
line below)? Draw an X on the diagram
representing an open space that this player
could move to. (2 marks, T/I)
Figure B:
B. Explain your answers to the following questions in 3-5 full and complete sentences. Consider your
understanding of game strategy and acknowledge what you are personal abilities are at this stage of
your skill development.
If you were Player 1 and decided you were going to take a shot:
a. Which shot would you choose to take and why? (2 marks C)
b. Where on the court would you attempt to take your shot from and why? (2 marks, C)
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
5. Would you choose to continue playing basketball on a team or recreationally after this unit? See the
guidelines below to help you answer this question in 6-8 full and complete sentences, depending on your
decision: (8 marks, Communication)
a. If yes, identify and explain two reasons why you would continue; two transferrable skills you
learned that will help you in other physical activities you enjoy; two places you can play basketball
recreationally to continue practicing; and two goals you have for improvement.
b. If not, identify and explain two reasons you would not want to continue; two transferrable skills
you learned that will help you in other physical activities you enjoy; two skills you improved on by
the end of this unit and two strategies you used to help you improve.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
APPENDIX J
Sourced from OPHEA. (2002). Health and Physical Education Grade 9-10. Module #8: Basketball Fitness Blast. Pg. 7
Reflection
What did you find challenging about this process?
Some of the challenges I faced were keeping my lesson plans concise, referencing where appropriate,
and using the time in the developed lessons effectively. Firstly, I initially felt that I needed to explain every
single process and also include justifications for each activity. I later realized that this information was fluffy
and unnecessary and that these lesson plans will most likely be adapted to suit the needs of different classes.
Therefore, a brief overview of the activities should have been the focus so that it could be interpreted to cater
to class dynamics. Secondly, many of the activities have been used for many years, including the one I have
been playing since I was a kid Around the World so I found it difficult to reference these activities. I also
thought of some activities myself, and was unsure of where to reference in the unit plan because I feel that intext citations would be distracting. In this case, I decided that it was appropriate to put the reference
information in the Resources section if I did use ideas other than my own; or directly on the hand out sheets
and success criteria checklists so that the items given out to students are at least referenced properly. Thirdly,
it was hard to gage how long each activity would take when I thought about transitions, student reflection
time, and time needed to address any behavioural concerns in the classroom. From my experience during my
placement, is was better to have shorter and differentiated drills because students got bored and distracted
easily, so I kept this in mind by trying to keep each drill 10 minutes in duration unless it included reflection
time or game application. I dont think I can feel entirely confident about timeframes until I put a unit plan into
practice myself. Im sure the unit plan will have to be edited once it is put to the test. I experienced this while
using the OPHEA lesson plans during my placement, so I can only imagine that all unit plans should have this
issue as they are general outlines of what could be accomplished in a lesson.
Were you able to effectively integrate physical literacy and activities on functional fitness?
I feel that I was able to effectively integrate physical literacy into my lessons because of the heavy use of peer
assessment checklists, the use of Ubersense to analyze essential sport-specific and transferrable movements
where appropriate, and daily reflection sheets about what students think they did well and what they think
they can improve on. I tried my best to integrate activities to get students thinking about why these
movement skills are important and how they choose which skills to use in different scenarios. My rational for
the heavy communication assessment in addition to the application/participation assessment is that
understanding of strategy and reasoning or critical thinking during game situations is a heavy component for
the senior level. I tried to take the course one step further by not only having students explain how they can
improve basic skills and functional fitness, but why they should for the benefit of playing the sport and for
other contexts.

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Basketball UNIT PLAN Overview

/22 C (10/SELF-ASSESSMENT KIT & DAILY REFLECTION + 12 TEST)

/14 T&I (TEST)

/24 K&U (TEST)

1. Review passing and

2. One-handed set shot

The Cone Game

Passing & Shooting Relay

Bank It (passing only)

Modified 5-on-5 layup

Around the world

Using Digital Analysis

Review Unit Focus

Question Sheet (as

Modified 5-on-5 Onehanded set shot only

Chest Pass Peer Checklist

Daily Reflection Sheet

Daily Reflection Sheet

Daily Reflection Sheet

Lay-Up Peer Checklist

Teacher Evaluation: Daily

Teacher Evaluation: Daily

Teacher Evaluation: Daily

Fitness Circuit - Reflection

Team Communication &

Give & Go shooting drill

Circle Stretch Refer to Peer

Inspirational YouTube videos

High-Five Tag (try stop to the

-blocked sections of the gym (12 players)

Daily Reflection Sheet

Daily Reflection Sheet

Teacher Evaluation: Daily

Teacher Evaluation: Daily

Daily Reflection Sheet

Students hand in Daily

Teacher Evaluation: Daily

Skill & Strategic Understanding Focus

In-Classroom Overview of Basketball Unit

Passing and Receiving

Dribbling and Pivoting

One-Handed Set Shot

Round Robin Tournament

Teacher Evaluation: Daily Application Evaluation

Chest Pass Success Criteria Checklist

Receiving/Catching Success Criteria Checklist

Dribbling Success Criteria Checklist

Lay-up Success Criteria Checklist

One-Handed Set Shot Criteria Checklist

Student Daily Reflection Sheet

Student Learning Packet: Basketball Overview

Fitness Blast Circuit Warm-Up

Subject / Course: Physical Education

Date: November 3, 2014

1. Curriculum Specific Expectations

3. Student Success Criteria

Accommodation/ Modification: (How will you adapt your lesson)

Provide extra time for assignments

8. Content and Teaching Strategies for Lesson

Diagnostic Activity: Graffiti Board - Brainstorm basketball terminology

1. Bring Attention to Self-Assessment Kit (Each kit comprises Appendix B-G)

2. Prezi Unit Overview