1.

Lesson Plan Information

Subject/Course: Healthy Active Living
Education, Open, (PPL3O)
Grade Level: Grade 11
Topic: Movement Skills (Territory Game;
Basketball)

Name: Basketball- Defensive position

Date: December 5th
Time: 10:30
Length of Period: 1 full period; 7 minutes

2. Expectation(s)
Expectation(s) (Directly from the Ontario Curriculum):
- Demonstrate the development of movement skills in a variety of physical
activities(e.g., performing such skills as on overhead serve in volleyball, a
parallel turn in down-hill skiing, or a j-stroke in canoeing);
- Apply movement principles to refine their movement skills (e.g. using all of
the joints that can be effectively used to produce maximum force, as in an
overhead clear in badminton or a slapshot in hockey);
Learning Skills:
- Students will learn and demonstrate the proper defensive position in the
game of basketball ;
- Physical skills as well as knowledge and understanding will be applied;

3. Content
What do I want the learners to know and/or be able to do?
Today learners will:
- Learn to play man to man defense in the game of basketball;
- By the end of the lesson, students will :
o Identify how to properly guard a player in the game of basketball;
o Demonstrate and apply the movement skills associated with the
defensive position;
o Apply principles in order to refine the movement (ability to shift their
body to guard another player);
4. Assessment (collect data) / Evaluation (interpret data)
(Recording Devices (where applicable): anecdotal record, checklist, rating scale,
rubric)
Based on the application, how will I know students have learned what I
intended?
- This lesson is intended as an introduction type lesson;
- During the activities, the teacher will get a general understanding of what

students already know in reference to this movement skill ;

Evaluation will be based on observations and discussions throughout the
lesson;
The teacher will be able to identify areas that need to be further explored
throughout the unit;
During the lesson, the teacher will observe as students identify and
demonstrate the proper technique of the defensive position;

5. Learning Context
A. The learners
What prior experiences, knowledge and skills do the learners bring with
them to this learning experience?
o Learners will identify vocabulary and technique they have already
seen/practiced in the game of basketball (for example, technique
and defensive stance);
o Students will have a general understanding of this skill based on
what they already know about the game of basketball (proper
technique and positioning of body parts);
o This will allow the teacher to get an understanding of what students
already know and where they need to go in their learning
experience;
o Students will participate in open discussions and practice
throughout the entire lesson, allowing them to be engaged in their
learning and discuss/demonstrate their prior knowledge;
o Students may reference personal experiences and stories they have
encountered and/or practiced;

How will I differentiate the instruction (content, process and/or product) to

ensure the inclusion of all learners (Must include where applicable
accommodations and/or modifications for learners identifies as
exceptional.)
o Throughout the lesson, the teacher will modify/use different
strategies in order to include all learning types;
o Accommodations will include:
Repeating instructions
Varying equipment (for example, using softer/lighter balls
instead of basketballs for students with disabilities or who
need extra support)
Modelling/demonstrating techniques
Writing key words on the white board
Using diagrams or images
Clearly identifying the steps of each technique
o Modifications will include:
For students with IEPs, the teacher must follow the specific
goals of the students plan

Adapting goals by varying equipment and varying practice

time
These students can also be paired with peers in order to
encourage team work and participation
B. Learning Environment
- The lesson will take place in the gymnasium;
- All students must be in proper uniform and follow safety rules/regulations;
- Students must remember that this is an open learning environment for all;
C. Resources/Materials
- Materials:
o Basketball nets
o Basketballs (one per student is possible)
o Cones
- Resources:
o The Ontario Curriculum, Grade 11 and 12: Health and Physical
Education, 2000
o London District Catholic School Board , Physical Education Resource
Units, 1997

6. Teaching/Learning Strategies
INTRODUCTION (~10 15 minutes)
- The teacher must always take attendance at the beginning of class;
- The teacher will ensure all students are properly dressed and in uniform
(checking that shoe laces are tied, piercings are covered, jewellery is
removed, etc.,) to ensure safety of all students;
- The teacher will then present todays expectations:
o Demonstrate the development of movement skills in a variety of
physical activities(e.g., performing such skills as on overhead serve in
volleyball, a parallel turn in down-hill skiing, or a j-stroke in canoeing);
o Apply movement principles to refine their movement skills (e.g. using
all of the joints that can be effectively used to produce maximum force,
as in an overhead clear in badminton or a slapshot in hockey);
- The teacher and students will then write the success criteria together (in a
language students can understand) in order for students to be aware of what
they will be learning today;
- For example, success criteria for these expectations may be:
o Demonstrate the proper form and technique of the defensive position;
o Apply different principles to refine this position;
- Students are now aware of the learning expectations for the lesson and the
teacher can begin the lesson;
- Success criteria will be posted in gymnasium for students to reference during
the lesson;
MIDDLE (~50 minutes)
Set up / Organization:

Warm
-

The teacher will select 2 students who can help take out the basketballs for
the lesson;
No other set up is required today;
No students will be allowed to touch the basketball until the warm up is over
to ensure the safety of all students;
up:
Students will run around the basketball court 5 times;
They will side shuffle in a defensive position across the court 5 times;
Students will then begin stretching from head to toe, ensuring they are
properly prepared;
Students will each take a basketball and perform ball handling activities, by
copying the teacher;
This includes on place skills to help students be aware and comfortable
holding a basketball (small touches between their hands, circling the ball
around their heads, waist, etc...);

General Discussion / Modeling / Demonstration:

- The teacher will begin by explaining the technique of shooting and model this
form;
Consolidation/Recapitulation Process: How will I check for understanding?
- The teacher and students identify the defensive stance criteria together:
o Be on the fronts of your feet;
o Your base should be stable; feet are straight ahead and shoulder width
apart;
o Hips are back (like sitting on a chair) and knees are bent;
o Knees are inside of feet;
o Bum is down (sitting on a chair);
o Shoulders are back and over the knees;
o Hands up and ready to move;
o Eyes are focused on the players waist;
o Always stay between your player and the net;
- The teacher can model this technique several times allowing the students to
properly see the expectations;
Activity 1: Shuffles
Application: What will learners do to demonstrate their learning? (Moving from
guided, scaffolded practice, and gradual release of responsibility.)
-

This activity will allow students to practice and refine the skill on their own;
All students will be lined up at the baseline;
The goal is to practice shuffling side to side, forward and back, at the cue of
the teacher;
The teacher will signal students to shuffle in a certain direction;
o 1 whistle: left

o 2 whistles: right
o 3 whistles; forward
o 4 whistles; back
Students will shuffles according to the amount of times the whistle is blown,
always keeping in mind the proper positioning;
The teacher also models during this time to allow students to compare and
visualize the proper form of shooting the ball;

Activity 2: Partner defense

- Students will now get into pairs in order to demonstrate their learning with a
peer;
- Ask students to stand at the baseline and place cones in zig-zag on both the
left side and right side of the court;
- One player will dribble and the other will be the defensive player;
- The player dribbling will dribble to the cones (in zig-zag while practicing a
cross-over at each cone) and the other player will shuffle, always staying
between that person and the basket;
- The player dribbling will not pass the defensive player (until half court);
- Once at half court, the person dribbling may try to pass the defensive player
and try to make a basket;
- Once the player has shot or lost the ball, the switch places and come back on
the other side of the court;
- During this time, students are actively engaged in their learning while
refining and adapting the skill of the partner;
- Students can peer evaluate and correct their partners technique in order to
properly practice;
- The teacher will also circulate to help correct and perfect their positioning;
- The teacher can use the following cues in order to help students improve
their defensive stance:
o Forward position, knees bent, face player dribbling
o Back straight
o Bum is sitting down
o Hands up, ready to move
o Stay between your player and the net
- The teacher will also take this time to evaluate the students by observation
and by taking notes;
Activity 3: Game of 3-on-3
- During this activity, students will be placed in teams of three;
- Each team will play against another team, at one basket;
- Standard 3-on-3 rules will apply;
- Students will play man to man defense and will practice their defensive
position;
- The purpose of the game is to see how many times the defensive team can
steal the ball (instead of counting baskets made);
- The first team to reach 21 steals wins;
- Once teams have finished, they must discuss with their team what they need
to do in order to improve defense as an individual player and as a team;

Cool down:
- Students will participate in a light jog around the gymnasium (5 times
running, then 3 times walking);
- Students will stretch out muscles used during the lesson;
- It is important that all students stretch/cool down in order to allow the
heartrate to return to normal;
CONCLUSION (~10 minutes)
How will I conclude the lesson?
- Students will gather back around the teacher in order to discuss the learning
objectives set at the beginning of class;
- The teacher may ask students the following questions:
o How do you feel now that you have practiced your defensive stance?
o What modifications did you use to adjust your stance during the real
game?
o How did you refine your stance? Did you have to adjust certain
positioning aspects, such as placing feet towards the player you are
defending?
o Did you vary your speed and/or direction?
- This is an open discussion where teacher and students can share thoughts
about the lesson and where they think they need to go in the next lesson;
- Final questions and thoughts are openly discussed;
- The teacher will use observations and discussions to plan following lessons
for the unit;
Clean up:
- Students who helped take out the basketballs will be asked to do the clean
up;
- It is important to note that these students must always rotate as all students
should get a turn to set up/clean up;
7. My Reflections on the Lesson: What do I need to do to become more
effective as a teacher in supporting student learning?
- I believe it is very important for the teacher to always be guiding the
students throughout conversations, discussions and exploration phases;
- The teacher must always be actively engaged and encouraging students to
do the same;
- The teacher must also be open to different ideas and demonstrate techniques
several times during the lesson;
- It is important for the teacher to be prepared;
o Prepare the activities, prepare posters and visual aids that will be used;
o Prepare notes and photocopies as well as extra information for
students who need extra support (visual aids, typed notes of the
specific techniques);

Teacher must also be well organized in order to set a good example for
the students;
Throughout the lesson, the teacher should also note what the students
already know in order the plan the following lessons for the unit;
o

8. Students who cannot participate in the lesson:

- Students who cannot participate during the lesson (for reasons such as
injuries) will be provided with alternative activities in order to keep them
active and participating;
- They will participate in class discussions and engage in demonstrations of the
skills;
- It is important that they are present so that they can acquire the skills when
they are able to return to the activity;
- For example, a student with a broken leg will not be able to practice the
defensive position;
o The student will be present during demonstration and discussion;
o While other students are practicing the skill, this student can bike or
perform another form of activity that is keeping he/she active
(depending on the requirements from doctor);
o It is important that the student is still engaged and participating in any
possible form;
- Students with special needs and/or IEPs will also actively participate, but will
require certain adaptations and/or modifications (listed in section 5 of the
lesson plan);
- It is important to make these adaptations/modifications based on the
students plan and while communicating with the resource teacher;
- For students with special needs it is also important to consider the following:
o Lighting
o Music or loud sounds
o Behaviour
o Class size
o Team building
o Accessibility
- In addition, it is always important for the teacher to communicate with the
student and /or parents who are not able to fully participate during class.