1. Texas A&M University—Commerce Daily LessonPlan Form
Teacher: Chelsea Spencer Subject: PE Grade Level: 9-12
Mentor: Matt Morrill Campus/District: Royse
City High School
Date: 11/7/16
Overall Goal of Lesson: Students will be able to use the skills learned from this game to benefit them in
a basketball game.
Instructional Objectives: Students will be able to use the correct form for shooting to play this game that
will benefit them in any basketball game.
Texas Essential Knowledge & Skills (TEKS) &
ELPS: (typed out completely)
 TS.2.A movement skills. Use internal and
external information to modify movement
during performance.
 TS.2.E movement skills. Recognize that
improvement is possible with appropriate
practice.
 No ELL modifications needed
(demonstration)
Higher Order Questions:
 What could you do to this game to make it
easier or harder?
 How is this game like a real basketball
game? And how is it beneficial?
Key Vocabulary: Block, Elbow, Free Throw Line, 3-point line, wing, top of the key, corner
Student Activities: (Keep in mind the following: Scaffolding, Independent or Cooperative activities, Groupings, Reading,
Writing, Listening, Hands-On/Minds-On, Connections to previous knowledge, etc)
 Students will be using a hands-on activity, along with using previous knowledge about the key
vocabulary
SPED Modifications & ELL Strategies
 SPED modification- use a lower
goal, make the shots closer to the
goal, or use a dodgeball ball and
bucket to practice shooting
 ELL modifications- demonstrate
each place on the court to shoot
from
Anticipatory Activity for Lesson:
 Shoot 10 block shots as a group to use
previous knowledge about shooting as well as
getting ready for the new shooting game
Time Allotted Teacher Input/Lesson Activity:
Activity- Around The World
 Each student will have a basketball and shoot at each spot (block, next line,
elbow, free throw line, elbow, next line, block, corner, wing, top of the key,
wing, and corner [12 spots total])
 If a shooter misses their shot they can “chance it” meaning they take a chance
in shooting the ball a second time at the same spot; if they make it they move to
the next spot, if they miss their chance shot they go back to the beginning
 If a shooter misses their first shot, they can choose to not “chance it” and just
stay where they are for the next round
 Once shooters get to the first corner, if they miss they go back to the second

2. 10 mins
5 mins
20 mins
5 mins
block, not the very beginning
Warm-up:
 2 laps around the gym dribbling
 Stretches in the middle
 Dynamic stretches
 10 shots as a group
Modeling:
 Demonstrate each shot, along with where they go if they miss or if they move
forward
Independent Practice:
 Students with play the activity
Lesson Closure:
 Higher order questions
Assessment Methods/Strategies:
 Observation, percentage of shots made out how many shots were taken
Resources (supplies, equipment, software, etc.):
 Basketball court and hoop, 6 basketballs
Reflection: