Physical Education Lesson Plan Template
Name: Courtney and Simon
Content/Skill theme: Speedball Defensive Tactics
Lesson: 3 of 5 Date/Time: 10/31/2018 1:20-
2:30
Grade: 8 Class Size: 12
National Standards & Outcomes
Standard 1. The physically literate individual demonstrates
competency in a variety of motor skills and movement patterns.
Outcome: Drop-steps in the direction of the pass during player-to-
player defense. (S1.M11.8)
Standard 2. The physically literate individual applies knowledge of
concepts, principles, strategies and tactics related to movement and
performance.
Outcome: Transitions from offense to defense or defense to offense
by recovering quickly, communicating with teammates and
capitalizing on an advantage. (S2.M6.8)
Outcome: Reduces open space on defense by staying on the goal
side of the offensive player and reducing the distance to him/ her
(third-party perspective). (S2.M4.8)
Standard 4: The physically literate individual exhibits responsible
personal and social behavior that respects self and others.
Outcome: Provides encouragement and feedback to peers without
Equipment (be specific, consider the whole lesson):
Speaker, Phone, Music, 15-20 Tic-tac-toe boards, 15 Pencils, 2 indoor
soccer balls, Pennys (6), Plicker cards
Safety (be specific, consider the whole lesson):
Be aware of your surroundings at all times, watch out for
classmates
During mindfulness time please stay away from the bleachers.
Never stretch so much that it hurts
State Standards & Outcomes
Standard 1. Movement Competence and Understanding
PGS 2. Apply movement concepts, principles, strategies, and tactics
to learning and performing physical activities.
GLE 2. Understand and apply game strategies to physical activities
and sports.
EO(A). Diagram and demonstrate basic offensive, defensive skills
and strategies in games and sports.
EO(C). Diagram, explain, and justify offensive and defensive
strategies in net/wall, target, invasion, and fielding/run scoring games.
Standard 3. Social and Emotional Wellness
PGS 5. Exhibit responsible personal and social behavior that respects
self and others in physical activity settings.
GLE 1. Recognize diverse skill performance in self and in others and
how diversity affects activities, games, and sport participation.
EO (D). Respond appropriately to participants’ ethical and unethical
behavior during physical activity by using rules and guidelines for
prompting from the teacher. (S4.M3.8) resolving conflicts.
Standard 4. Prevention and Risk Management
PGS 6. Apply personal safety knowledge and skills to prevent and
treat injury.
GLE 1. Apply rules, procedures, and safe practices to create a safe
school environment with no reinforcement.
EO(F). Identify and demonstrate best practices for safe participation
in all physical activities.

Student Objectives (ESWBAT) Assessment

Work well in groups, by being flexible, and respectful to
Affective Observation, being happy with teams.
classmates throughout the lesson.
Applies the knowledge of defensive tactics and other aspects of Informal assessment at the end of the scrimmage. Asking
Cognitive the game, by forcing turnovers and doing their best to keep students questions in closure. Plicker questions reviewing
everyone covered in game like situations. from last class.
Demonstrates the ability to successfully play defense in a game
Psychomotor like situation by switching smoothly in coverage, and forcing a Teacher Observation.
turnover.

Teacher Objectives Assessment

Give constructive and specific feedback to every student. Peer Observation
Stay out of the danger zone, and practice keeping back to the wall Video analysis
Walk around and give feedback. Peer Observation

Organizational Adaptations &

Student Activities Performance Cues
Time Instant activity, task development, goal orientation progressions, learning Behavior prompts; teaching Arrangement Modifications
Potential adaptations to
(min) experiences, and game-skill practice-game specifics; instructional task cues; specific feedback; Diagram showing organization of
statements; closure teacher actions student activities to meet
students; Managerial task statements
the needs of ALL students.
● Attendance Cards Teacher Cues: Interact
1 Attendance cards on the
with students, get to
Min. know their names
ground, students stagger in
Welcome to class everyone. We will begin as usual. Grab your cards and hand them in to one of us. Then go on over to the whiteboard and your
Script warm up is on there.
 ● Warm up Teacher Cues: Give
○ 3x2-3= ___ laps jogging positive and specific
3 ○ 20 divided by 4=___ push ups, sit ups, and feedback
Min. jumping jacks Students cues: Flat back around weight room area.
○ 3+3+4=____ Line jumps during push ups, try
your best
“Great job keeping that back flat during those push ups Rosalyn!” “I like that effort over there!” Okay everyone. Awesome Job with that warm
Script up. we will now move into our instant activity.
Student Cues: Calf
● Instant Activity (AA) stretch- one leg bent and
● Stretching Tic Tac Toe one straight, Glute
● When they are doing the exercises, talk to students, learn Stretch-Push and turn
their names body with elbow, Tricep
stretch-reach back like
5
you’re scratching your
Min. back, Toe touch-straight
legs
Teacher cues:
demonstrate, walk
around to help students
Decrease repetitions
of any given exercise
Students are spread out if necessary.
If there is an odd
Stude number of students,
have a group of 3 and
the one person will be
v alone and the other
v v
person will be teamed
v up to choose the next
square.
nts are in pairs, spread out
around the gym.

Hey everyone! My name is Courtney and this is Simon. Today for our instant activity we are going to be playing tic-tac-toe. As you can see on
these tic-tac-toe boards (hold up the paper), in the empty spaces on the grid are different stretches that you can choose from. So if I am playing
against Simon, and I am “X” I am going to choose a spot, Simon and I are BOTH going to do the stretch, and then when we complete it, I am
Script going to mark an X on that square. Then it’s Simon’s turn to choose and he marks an “O” in the square when we’re done with that exercise. The
game keeps going until you get 3 X’s or 3 O’s in a row. We have about 3 minutes to do this so when you finish grab another sheet and keep going if
there’s time! If you do not know how to do one of the stretches, let us know and we will be glad to show you. Choose a partner, grab a piece of
paper and a pencil, spread out and we can get started!
3 Student Cues: Hold up
min. ● Plicker Assessment (AC) cards
○ Plicker Questions (written on whiteboard) Teacher cues: Ask the
Read aloud each one and allow a few question, scan the codes,
seconds to answer, then scan the cards and discuss the answer
discuss the correct answer.
○ Questions:
1.Which of the following is not an appropriate way to score
in speedball?
A. Passing to a teammate in the endzone
 B. Making a basket
C. Kicking into a goal
D. Diving dramatically into the endzone
2. Which of the following is not a good way to move the ball
down the court?
A. Throwing to teammates
B. Playing Leap frog down the court
C. Kicking to teammates
D. Throwing to self while moving down the court
3. T/F- Communication is not important for offense
A. True
B. False

Okay, bring it in everyone, great job with that instant activity! Everyone needs to get a plicker card and sit down for a review of what you have
learned so far in speedball. As you can see the plickers have letters on each side of the card and depending on your choice of answer, you turn
the card to that your desired letter answer is at the top of the card. For example, if Courtney wants to answer “A” she will do this (hold up
Script card). The questions are on the board so for number 1 (read question). *Scan plicker codes and explain the correct answer* And question 2
(read number 2)*Scan plicker codes and explain correct answer* Last one, question 3 (Read it) *Scan plicker codes and explain correct
answer*. For our mindfulness time today, we will allow you to choose an activity to do independently. Please stay off the bleachers and make
good choices.

7 ● Mindfulness Time Teacher Cues: enforce Students are spread out doing
Min. ○ Choice of activity safety their own thing.

For our mindfulness time today, we will allow you to choose an activity to do independently. You can choose a basketball or soccer ball or
whatever. Please stay off the bleachers and make good and safe choices.
● Transition B B
● Split the class into two groups (5 students each) a a
sk sk
2 ● Small games- teachers at each group (stop students to et et
talk about defensive tactics) b b
Min. all all
● No goals- to focus on defense h h
o o
o o
p p
Alright ya’ll let's put our equipment away and jump into the lesson. (wait for students to gather around) We are working on defensive tactics
Script today. Let’s split into two groups. 5 over here (gesture) plus one UNC student. And the rest of you over there. Simon will be teaching zone
defense to this group and I will be teaching man to man defense to this group (gesture). Then we will switch.
 ● Simon is teaching zone defense (to group 1) Zone Cues: Remember B B Stop the game as
● Courtney is teaching man defense (to group 2) to teach defense what to a a needed
sk sk
(AC and AP) do once they steal the et
5 et
ball. b b
Min. Man Cues: all all
h h
communication, cover o o
for each other o o
p p
Simon’s Group: Okay, everyone so I’m going to teach you a very basic zone defense that y’all can use in the game. It’ll be very similar to man
defense, except we are going to have at least one person stay behind the rest of the players at all times. Everyone else will stick to covering a
single person. This is a great way of making sure everybody doesn’t get tired out, and it will guarantee that at least one defender is behind at all
times. Defense is all about not giving up easy scores, and this zone defense will do just that. So before I go into depth about zone defense, who
here knows who Lonzo Ball is? (kid gives answer) Yes! He’s an NBA player, but he’s known for playing great defense and passing the ball
well. Offensively he’s not the best player, and he can barely shoot but he’s great at passing and playing defense. So for the sake of this activity,
the player who has to stay back and not play man defense will be called the Lonzo. The Lonzo’s responsibility is to stay back, and make sure
there are no deep passes. The Lonzo will also be the one who will get the ball first on offense, but the Lonzo can only pass it. For the most part,
the Lonzo should stay behind the other two players just in case the ball gets turned over so that the opposing team can’t run a fastbreak. We
will run a 3 v 3 game really quick using this zone defense. I want everyone to get a turn at being the Lonzo. Remember to communicate on
Script defense, have the Lonzo stay behind the two players at all times, and have some fun out there.
Courtney’s Group: Okay! My team, I am going to teach you all a man to man defense for speedball. It is very simple and how you do it is
literally in the name. You pair up with someone and follow them around trying to get the ball. Please keep in mind that your goal is to make
them either mess up or to intercept the ball. Also keep in mind that you cannot just take the ball out of someone’s hands. You must stay an arms
length away from them at all times. So let's do a 3v3 mini game. You three on offense (gesture) and you three on defense (gesture.) We will
reset this after the offense gets across the line. I’ll be stopping you all periodically to work on some things you’re still struggling with. *allow
students to play until you see that they are having trouble keeping up* Okay everyone, What do you do when you lose your man or someone
else loses their man and it leaves someone uncovered? (SWITCHES) Yes, occasionally you will need to switch with a teammate and guard
another person. Communication is really key to being successful here. Go ahead and pick up where you left off.

● Transition, teachers switch groups and begin Students are in two different
Teacher Cues: Hurry
10 teaching the defenses again groups, teachers are
students are waiting on
Sec. switching from one group to
you
the other
Script ---
 ● Simon is teaching zone defense (to group 2) Zone Cues: Remember B B Stop the game as
● Courtney is teaching Man defense (to group 1) to teach defense what to a a needed
sk sk
(AC and AP) do once they steal the et - 2 v 1 zone
5 et
ball. b b drills (change
Min. Man Cues: all all the number of
h h
communication, cover o o participants)
for each other o o
p p
Simon’s Group: Okay, everyone so I’m going to teach you a very basic zone defense that y’all can use in the game. It’ll be very similar to man
defense, except we are going to have at least one person stay behind the rest of the players at all times. Everyone else will stick to covering a
single person. This is a great way of making sure everybody doesn’t get tired out, and it will guarantee that at least one defender is behind at all
times. Defense is all about not giving up easy scores, and this zone defense will do just that. So before I go into depth about zone defense, who
here knows who Lonzo Ball is? (kid gives answer) Yes! He’s an NBA player, but he’s known for playing great defense and passing the ball
well. Offensively he’s not the best player, and he can barely shoot but he’s great at passing and playing defense. So for the sake of this activity,
the player who has to stay back and not play man defense will be called the Lonzo. The Lonzo’s responsibility is to stay back, and make sure
there are no deep passes. The Lonzo will also be the one who will get the ball first on offense, but the Lonzo can only pass it. For the most part,
the Lonzo should stay behind the other two players just in case the ball gets turned over so that the opposing team can’t run a fastbreak. We
will run a 2 v 3 game really quick using this zone defense. I want two offensive players and three defensive players. Remember to
Script communicate on defense, have the Lonzo stay behind the two players at all times, and have some fun out there. (Next progression would be a 3
v 3, but evaluate if needed)
Courtney’s Group: Okay! My team, I am going to teach you all a man to man defense for speedball. It is very simple and how you do it is
literally in the name. You pair up with someone and follow them around trying to get the ball. Please keep in mind that your goal is to make
them either mess up or to intercept the ball. Also keep in mind that you cannot just take the ball out of someone’s hands. You must stay an arms
length away from them at all times. So let's do a 3v3 mini game. You three on offense (gesture) and you three on defense (gesture.) We will
reset this after the offense gets across the line. I’ll be stopping you all periodically to work on some things you’re still struggling with. *allow
students to play until you see that they are having trouble keeping up* Okay everyone, What do you do when you lose your man or someone
else loses their man and it leaves someone uncovered? (SWITCHES) Yes, occasionally you will need to switch with a teammate and guard
another person. Communication is really key to being successful here. Go ahead and pick up where you left off.

● Scrimmage with Group 1 against group 2 Use a different ball?

● Teams have to decide what defense they want to use COMMUNICATE
10 ● NO interruptions from teachers SWITCH
Min. (AC AP AA) SPREAD OUT

Script Okay everyone. For our last activity we are going to do a small scrimmage of speedball! (YEAH!) We will play a full court game. You can
score by either throwing the ball over the line to your teammate or shooting a basket. Stay in your original groups (gesture: this group can go
over to this side) (gesture) and the rest of you are on the other side. Before we begin we will give you a moment to discuss with your
teammates what kind of defense you want to use. We will allow you to play without interruptions as long are we are being safe, using our
 defense skills we learned, and communicating with our team. We begin with a jump ball! We need two tall people, one from each team.

● Review of defense
● Closure
(AC)
2
Min.

Alright everybody! *Turns off music* Great job today! Just to review real fast, what are the two types of defense ya’ll learned today? (Man
and Zone) GREAT! And why exactly is defense important? (Because everyone would just score all the time and it would be boring without
Script good strategic turnovers.) And what is key for teamwork? (COMMUNICATION with your team) That’s right! What worked well for your
team and what did not work as well? (answer) Great! Remember those things for next time because you are going to be having a speedball
tournament! Thank you for your participation today. Enjoy the rest of your day.

Butterfly: 30 Quad Stretch: Tricep stretch: 15

seconds 15 seconds each seconds each arm
leg

Calf Stretch: 15 Knee to chest: Glute Stretch: 15

seconds each leg 15 seconds each seconds each side
leg
Touch your toes: One leg in, Ab stretch: 30
30 seconds touch toe: 15 seconds
sec each leg