Unit Plan

*Contextual Description

Available Equipment & The available equipment and facilities include:

Facilities: · One gym (one full basketball court and two half sized courts)
· 6 basketball hoops
· Approximately 20 women’s basketballs and 40 men’s
· Fully equipped weight room
· There is also a variety of equipment for things such as
mini-games and instant activities such as a variety of different
sports balls, board games, poly spots, frisbees, workout bands,
cones, and short & long handled implements

Grade Level(s): 9th Grade

# of Students: 13 Students

# of Lessons: 10 Lessons; Personally teach 8 of 10

About my students:
The majority of my students participate without any issues and are self-motivated. Platte Valley
High School is a highly ranked school in relation to academics and athletics. There is a small
group of students who tend to get off task fairly easily but will stay motivated if something that
they really like is related to their learning. All students need to be challenged in every aspect of
the unit order for them to strive and become confident and competent in their abilities.

*Big Picture Goal

Students will be able to perform and understand the strategies of basketball in order for them to

become competent and confident in the sport.

*Big Picture Assessment (Summative)

Students WILL be able to perform and understand the strategies of basketball in order for them

to become competent and confident in the sport.

Summative Assessment
History

1. Who invented basketball?

2. What was the equipment used for the first game?

3. List three things that have changed since basketball was invented.

Court Lines

1. Draw and label all 7 lines and areas on the basketball court.

Positions

1. List off the key positions in basketball make sure to get all 5.

2. What are the main characteristics of a point guard?

3. Where would you put someone who is 6ft tall and doesn’t have the best 3 pt shot?

Referee Calls

1. Describe 3 referee calls and when they are made.

Assessing Skills

1. Your partner shoots and always seems to miss short. What would you say to help them

out?

2. If your elbow is always flaring out what could happen to your shot?

3. The ball is going through the air with no spin. What would you say to your partner to help

them get the spin on the ball?

Scoring

1. Fill out the totals for each player

2. Make sure that Stroh has 15 points- put the points in so her total equals 15

3. Add up the quarters and find out which quarter did the team score the most in- CIRCLE

it.
Defense
1. Describe Zone defense.
2. Describe Man to Man defense.
3. Which do you like to play and Why?

*Concept Map
*Learning Outcomes

Lesson 1

National Standards:
Standard 2:​​ The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.

Standard 5:​​ The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression and/or social interaction.
Colorado State Standards:
1.2.a. ​Demonstrate the ability to combine and perform movement sequences (DOK 1-3)

1.2.e. ​Demonstrate the ability to use cognitive information to understand and enhance motor skill
acquisition and performance (DOK 1-3)

2.3.a. ​Participate willingly in a variety of physical activities appropriate for maintaining or

enhancing a healthy lifestyle (DOK 1-3)

Lesson 2

National Standards:
Standard 2:​​ The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.

Standard 5:​​ The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression
Colorado State Standards:
1.1.a ​Combine and apply movement patterns from simple to complex to participate successfully
in aquatic, rhythms/dance, combatives, outdoor adventure activities, and variety of lifelong
sports and games (DOK 1-3)

Standard 1: Movement, Competence, and Understanding

Demonstrate understanding of movement concepts, principles, strategies, and tactics
as they apply to learning and performing physical activities

2.1.b ​Design and participate in activities that improve all components of health-related fitness
(DOK 1-3)

Lesson 3

National Standards:
Standard 2:​​ The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.
Standard 5: ​The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression
Colorado State Standards:
1.1.a​​ Combine and apply movement patterns from simple to complex to participate successfully
in aquatic, rhythms/dance, combatives, outdoor adventure activities, and variety of lifelong
sports and games (DOK 1-3)

Standard 1:​​ Movement, Competence, and Understanding

Demonstrate understanding of movement concepts, principles, strategies, and tactics
as they apply to learning and performing physical activities

2.1.b​​ Design and participate in activities that improve all components of health-related fitness
(DOK 1-3)

Lesson 4

National Standards:
Standard 2:​​ The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.

Standard 3:​​ The physically literate individual demonstrates the knowledge and skills to achieve
and maintain a health-enhancing level of physical activity and fitness.
Colorado State Standards:
Standard 1-​​ Movement Competence and Understanding 
a. Apply rules, protocols, and procedures to enhance game settings and maintain an organized
game environment. (Level 1) 

Standard 3- ​Physical and Personal Wellness

4.d. Participate in a variety of self-selected physical activities, and consider the value of each as
it relates to personal fitness goals. (Level 1)

Lesson 5

National Standards:
Standard 2:​​ The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.

Standard 4:​​ The physically literate individual exhibits responsible personal and social behavior
that respects self and others.

Standard 5:​​ The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression and/or social interaction.
Colorado State Standards:
Standard 1-​​ Movement Competence and Understanding 
a. Apply rules, protocols, and procedures to enhance game settings and maintain an organized
game environment. (Level 1) 

Standard 3- ​Physical and Personal Wellness

2. Demonstrate collaboration, cooperation, and leadership skills
f. Identify leadership skills, perform planned leadership assignments, and assume spontaneous
leadership roles (DOK 1-4)

Standard 3- ​Emotional and Social Wellness in Physical Education

1.e. Identify areas of personal weakness, and complete an action plan for improvement (DOK
1-4)

Lesson 6

National Standards:
Standard 2:​​ The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.

Standard 4:​​ The physically literate individual exhibits responsible personal and social behavior
that respects self and others.

Standard 5:​​ The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression and/or social interaction.
Colorado State Standards:
Standard 1-​​ Movement Competence and Understanding 
a. Apply rules, protocols, and procedures to enhance game settings and maintain an organized
game environment. (Level 1) 

Standard 3- ​Physical and Personal Wellness

2. Demonstrate collaboration, cooperation, and leadership skills
f. Identify leadership skills, perform planned leadership assignments, and assume spontaneous
leadership roles (DOK 1-4)

Standard 3- ​Emotional and Social Wellness in Physical Education

1.e. Identify areas of personal weakness, and complete an action plan for improvement (DOK
1-4)

Lesson 7

National Standards and Outcomes:

S4.H4 Working with others
Solves problems and thinks critically in physical activity and/or dance settings, both as an
individual and in groups. (S4.H4.L1)
Colorado State Standards:
Standard 1.​​ Movement Competence and Understanding
a. Apply rules, protocols, and procedures to enhance game settings and maintain an
organized game environment.

Standard 2.​​ Physical and Personal Wellness

d. Participate in a variety of self-selected physical activities, and consider the value of each as it
relates to personal fitness goals. (Level 1)

Standard 3.​​ Social Emotional Wellness

a. Initiate responsible behavior, and​ ​function independently and cooperatively.

Lesson 8

National Standards and Outcomes:

Standard 2:​​ The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.

Standard 4:​​ The physically literate individual exhibits responsible personal and social behavior
that respects self and others.

Standard 5:​​ The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression and/or social interaction.
Colorado State Standards:
Standard 1-​​ Movement Competence and Understanding 
a. Apply rules, protocols, and procedures to enhance game settings and maintain an organized
game environment. (Level 1) 

Standard 3-​​ Physical and Personal Wellness

2. Demonstrate collaboration, cooperation, and leadership skills
b. Initiate responsible behavior, and function independently and cooperatively (DOK 1-4)
Standard 3- Emotional and Social Wellness in Physical Education
1.a. Acknowledge the performance of others, regardless of the outcome (DOK 1-2)

Lesson 9

National Standards and Outcomes:

S4.H4 Working with others
Solves problems and thinks critically in physical activity and/or dance settings, both as an
individual and in groups. (S4.H4.L1)
Colorado State Standards:
1.2.a. ​Demonstrate the ability to combine and perform movement sequences (DOK 1-3)

1.2.e. ​Demonstrate the ability to use cognitive information to understand and enhance motor skill
acquisition and performance (DOK 1-3)
2.3.a. ​Participate willingly in a variety of physical activities appropriate for maintaining or
enhancing a healthy lifestyle (DOK 1-3)

Lesson 10

National Standards and Outcomes:

Standard 3: ​The physically literate individual demonstrates the knowledge and skills to achieve
and maintain a health-enhancing level of physical activity and fitness.
Standard 5:​​ The physically literate individual recognizes the value of physical activity for health,
enjoyment, challenge, self-expression and/or social interaction.
Colorado State Standards:
3.2.b. ​ ​Initiate responsible behavior, and function independently and cooperatively
(DOK 1-4)

3.2.g.​​ Implement cooperative learning strategies to achieve group goals (DOK 1-4)

2.3.a. ​Participate willingly in a variety of physical activities appropriate for

maintaining or enhancing a healthy lifestyle (DOK 1-3)

*Formative Assessments

Students will complete a half-page paper relating to the affective domain and scenarios that
they may encounter while in a sport, specifically basketball.

Affective Scenarios
1. Did you communicate positively with your team? Explain why or why not.

2. If you were in a scenario where your teammate was having an all-around difficult day, how would you
approach them?

3. You are the captain of a varsity basketball team and you’re facing a team that you’ve never beaten
before. What advice would you give everybody?

Cognitive
Students will watch a highlight reel from Platte Valley High School alumni, and current NBA player,
Jason Smith. They will demonstrate how to properly keep record of a basketball scorebook in doing so.
Students will also be asked the following questions and write down their answers on a half-page sheet that
will be provided for them.

1. If I shoot from inside the 3-point line and get fouled, how many free throw shots do I get?
2. If I shoot from outside the 3-point line and the defense gets a technical foul, what happens?
3. If my teammate takes a step over the line while I am shooting a free throw, what happens?
4. If I take a step over the line while I am shooting a free throw, what happens?

Psychomotor
Students will be personally assessed by myself as my teaching partner will be in teaching the class. Each
student will be given proper feedback and a score demonstrating where their skill level lies during the
second to last day of the basketball unit.
*Instruction

Instruction will be lead by the teacher everyday. I will personally teach 8 out of the 10 days
during our basketball unit and my teaching partner will teach the remaining 2 out of 10 days.

Instructional Model:​​ The TGFU model will be incorporated for the majority of the teachings as
the students will learn from their mistakes, practice in small sided activities and skill builders,
then try again after they learn the correct way of doing their task. Peer lead tasks will be brought
into the classroom during 3v3 game like situations where the students need to understand the
rules and advocate for sportsmanship and honesty aspect. Teacher lead lessons will be primary
in this unit as the students will work on the skills they need in order to be able to play a
cooperative basketball game and feel comfortable to mess up at any point in time.

Learning Experiences: ​Students will be able to have multiple learning experiences such as
hands-on, going outside and exploring what physical fitness can be achieved there, participating
in cooperative team games, and practicing building their skills with a variety of small activities.

Teaching Strategies:​​ Teaching strategies will include involving all of the students, having back
to wall at all times, proximity control, and using names for every student, everyday of the unit.

*Resources

Building Effective Physical Education Programs (2015)

Deborah Tannehill, Hans van der Mars, and Ann McPhail
iRubric
https://www.rcampus.com/rubricshowc.cfm?code=B5XBWX&sp=yes

Jason Smith Highlight Reel

https://www.rcampus.com/rubricshowc.cfm?code=B5XBWX&sp=yes

PE Central
https://www.pecentral.org/

University of Northern Colorado Lesson Plan Template

*Reflection Plan

During the entirety of my unit plan I will record reflections in a discussion based post

prompted by topics pertaining to my teaching. Professors at The University of Northern

Colorado; Dr. Jaimie McMullen, and Collin Brooks will state these topics. ​At the end of the unit

plan I would ask myself certain questions regarding my lesson plans for the unit. Questions that I would

consider would be: was I prepared ahead of time, did I understand my reasoning of my objectives, did I

state my goals to the class, was I energetic and interacting with the students, did I give enough feedback,

how was the classroom management, and did the students enjoy their time? I will also review the

questions at the end of the post-assessment to see what the students enjoyed and what they would change.

I think it is important to know what the students liked and disliked in the unit because it is what they like

not necessarily what the teacher would prefer. We want our students to enjoy their time being active and

playing games!

Another step that I will take in my reflection time is considering the feedback that my peer

teacher, cooperating teacher, and university supervisors have given me. I understand that there are many

different ways of doing things and it is great to be able to see my teaching through a different lens. With
their feedback I will reflect on my lesson itself, taking their feedback into consideration, and if I find

something helpful, I will add that into my lesson plan for the next time I teach that topic/lesson.

*Preventive Management

My preventive management strategies will come directly from the 3 C’s: Compliance,
Cooperation, and Community.

Compliance: Students will abide by rules that were previously set by the cooperating teacher. In
their syllabus, rules such as challenging yourself, working well with others, and absolutely no
profanity were set at the very beginning of the year and will remain throughout this unit. If
students comply with what is expected of them, they will do well in the class. Active supervision
will take place at all times as the students will never be left by themselves. Routines will be set
for the first 30 minutes of every 90 minute block period and will be dedicated to fitness, lifetime
skills, anatomical knowledge, and team building.

Cooperation: Students are actively engaged in the cooperation piece as they will be allowed two
days per week of “Personal Fitness Time”. In this time they are allowed to go inside the gym, to
the weight room, or outside, and create their own fitness plan that they wish to maintain and
achieve. The students know that this is a privilege for them, and it may be taken away if proper
rules are not followed. This gives a trust aspect to the students and also allows them to apply
what they know and become physically active/fit. If they do not see that something we are doing
fits into their enhancement of learning, they are encouraged to come up and speak with the
teacher.

Community: Students will be able to work well with others throughout the entire unit. Days are
designated for “Team Building” and group work. In this, the students will be able to understand
what it is like to be in the shoes of others and understand how to work in those situations. Trust
is a big concept in our classroom and establishing the students’ trust is immensely important.

*Block Plan

UNC Physical Education Unit Block Plan

Platte Valley High School
​ ​ Grade
9​th​
Basketball

Date: ​October 22nd, 2018 Date: ​October 23rd, 2018

Lesson: ​1 of 10 Lesson: ​2 of 10
SWBAT show respect to their new classmates
and form a positive camaraderie with one
another
SWBAT show their previous knowledge of
basketball in a pre-test and understand the
cues on a correct pass and dribble; identify
which different activities can enhance their
fitness goals and different ways different
objects may be used for that
SWBAT effectively demonstrate triple threat,
pass, and dribble a ball with their teammates
in different game scenarios; demonstrate a
variety of fitness activities with various
objects that aren’t always found in the gym
Assessment: Pre/Summative Assessment
Date: ​October 24th, 2018
Lesson: ​3 of 10
SWBAT show respect to their new classmates
and form a positive camaraderie with one
another
SWBAT identify correct shooting patterns
and history of the game
SWBAT demonstrate key cues (BEEF) in
shooting a basketball
Assessment: N/A
Date: ​October 26th, 2018
Lesson: ​5 of 10
SWBAT cooperatively work with and assist
teammates in every aspect of the lesson
SWBAT recognize and verbally express the
cues of a free throw shot
SWBAT demonstrate and apply the cues of
shooting a free throw in a skill related activity
SWBAT show respect to their new classmates
and form a positive camaraderie with one
another
SWBAT identify when and how to correctly
pass a basketball in game like situations
SWBAT effectively demonstrate triple threat,
pass, and dribble a ball with their teammates
in different game scenarios; demonstrate a
variety of fitness activities with various
objects that aren’t always found in the gym
Assessment: Students will walk to the court
lines at the end of class when teacher calls out
a specific line in order to show their
knowledge of the court.
Date: ​October 25th, 2018
Lesson: ​4 of 10
SWBAT work with a teammate and create an
encouraging atmosphere with their opponents.
SWBAT answer correct cues of shooting a
basketball at the end of class.
SWBAT demonstrate a basketball shot while
having a defender trying them.
Assessment:Students will pair up and tell their
partner the answers and discuss as a group
after deliberation.
Ask students the following questions:
-Your partner shoots and seems to miss short what
would you say to help them out.
-Where would you put someone who is 6ft tall and
doesn’t have the best 3 pt shot?
Date: ​October 29th, 2018
Lesson: ​6 of 10
SWBAT work respectfully with peers in game
like situations.
SWBAT understand different positions on the
court and post player moves.
SWBAT demonstrate post player moves in
game like situations.
Assessment: ​Students will complete a Kahoot!
with 4 different questions relating to free throw
shooting.
Date: ​October 30th, 2018
Lesson: ​7 of 10
SWBAT work independently and
cooperatively in basketball activities.
SWBAT understand how teamwork makes
team activities successful.
SWBAT apply their basketball skills into
organized games.
Assessment: Self-Assessment
Date: ​November 1st, 2018
Lesson: ​9 of 10
SWBAT work cooperatively with their peers
during team activities.
SWBAT explain training practices of
basketball that are beneficial for a lifetime.
SWBAT demonstrate and apply their
basketball skills in a 3v3 small sided game.
Assessment: Students will complete a
Jeopardy game in partners to go over their
“review” for the upcoming summative
assessment.
Assessment:​ Students will go over positions,
different post moves, and what a close out/box out
means.
Name off different positions on the court and have
students physically go to that spot on the court
to demonstrate their knowledge of where they
are.
Date: ​October 31st, 2018
Lesson: ​8 of 10
SWBAT work respectfully with peers in game
like situations.
SWBAT keep a basketball scorebook while
watching an NBA player highlight reel video.
SWBAT perform all of the cues that they
have been taught throughout the unit in small
sided games.
Assessment: Affective Assessment
Date:​​ November 2nd, 2018
Lesson: ​10 of 10
SWBAT respect the game of basketball.
SWBAT understand the game of basketball
and how they may play it for a lifetime and
incorporate different aspects of basketball
into their lives
SWBAT perform all the strategies of
basketball in the sense that they are
competent and confident.
Assessment: Post/Summative Assessment